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I 896//899 


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Course  of  Study. 


Manual  Training 
Department 

of  the 

Elementary  Public  Schools 

Chicago 

♦ 


1 898-I 899 


Prepared  by 

R.  F.  Beardsley, 

Supervisor  of 
Manual  Training. 


FEB  [ 9 *3( 


5 


>8^3 


IMQ 


T 


his  manual  is 


designed 


as  a guide  to  the  teachers 
of  constructive  work  in  the  Grammar  Grades  of  the 
Chicago  Public  Schools. 

The  models  shown  are  such  as  have  proved  of  value  in 
developing,  not  alone  manual  skill,  but  such  as  will  tend  to 
lead  children  to  independent  thinking. 

No  set  of  models  can  express  the  manual  training  idea,  nor 
can  any  definite  course  of  work  be  applicable  to  all  of  the 
diverse  conditions  to  be  met  in  one  city  or  even  in  one  school, 
consequently  the  courses  shown  are  arranged  merely  as  a tem- 
porary base  from  which  to  work.  Considering  that  the 
development  of  the  child  morally  and  mentally  is  the  object 
of  education,  then  the  acquisition  of  skill,  which  heretofore  has 
been  the  dominant  feature  in  manual  training,  will  become 
incidental,  and  the  exercise  of  the  faculties  in  self-expression 
will  become  the  basis  for  our  work.  Not  that  the  training  for 
skill  is  to  be  neglected,  but  it  should  not  be  fostered  at  the 
expense  of  the  child’s  broad  understanding  of  nature  and 
nature’s  laws. 

A closer  relation  between  the  work  in  the  shops  and  the 
work  of  the  grade  teacher  is  desired  in  order  to  give  life  to  the 
work  of  the  shops,  which  should  be  considered  in  the  light  of 
school  laboratories  where  the  work  of  the  class-room  is  to  be 
more  fully  developed.  The  special  teachers  of  manual  train- 
ing should  keep  in  constant  touch  with  the  work  of  the  grades 
and  should,  as  far  as  possible,  plan  to  have  each  lesson  express 
in  some  way  the  work  which  is  being  carried  on  in  the  class- 
room.  As  an  example  I would  suggest  that  in  April,  when  the 
study  of  plant  life  is  being  made  (see  course  of  study  p.p.  29,) 
that  the  manual  training  classes  make  small  window-boxes. 
That  when  the  study  of  birds  and  their  flight  is  taken  up,  the 
construction  of  kites  and  boats  occupy  the  attention  of  classes 
in  the  shops. 

Play  as  a means  of  education  has  been  shown  to  be  most 


685141 


6 


valuable  in  our  vacation  schools  and  in  the  Kindergarten.  The 
construction  of  apparatus  for  games  and  plays  will  be  found  to 
bring  our  work  in  closer  touch  with  the  child’s  life.  Several 
games  shown  among  the  models  here  presented  will  illustrate 
this  idea. 

Apparatus  for  scientific  experiment  and  for  physical  culture 
opens  another  field  for  the  development  of  the  inventive 
faculty. 

Work  in  wood  alone  is  sufficient  for  a two  or  three  years 
course  but  is  not  diversified  enough  for  constructive  work 
throughout  the  grades.  In  consideration  of  this  I would  advise 
the  use  of  many  materials  and  would  recommend  that  in  plan- 
ing exercises  teachers  make  use  of  any  material  which  would 
be  most  fitted  to  the  work.  Clay,  Paper,  Cardboard,  Tin,  Wire, 
Twine  and  many  other  mediums  may  be  used  alone  or  in  com- 
bination with  wood  to  produce  the  articles  or  objects  desired. 

The  directions  for  work  herein  given  are  not  necessarily  the 
ones  which  would  be  followed  by  a mechanic  in  constructing 
each  object,  but  are  arranged  with  the  idea  in  view  of  a pro- 
gressive development  of  the  child  mentally  and  physically. 
These  directions  are  to  be  carefully  followed  by  teachers,  and 
the  tools  therein  specified  are  to  be  used. 

Each  lesson  is,  in  general,  to  be  given  in  the  following  order: 

First:  Theoretical  Instruction  as  to  necessary  material  and 

tools,  and  explanation  of  the  nature  and  use  of  the  particular 
exercise. 

Second:  Drawing.  Free-hand  sketching  of  teacher’s  model, 
and  constructive  drawing  made  from  this  sketch. 

Third:  Demonstration  by  the  teacher,  of  the  manner  in 

which  the  object  is  to  be  made. 

The  theoretical  instruction  is  to  comprise  and  include  des- 
criptions of  various  kinds  of  woods  and  trees,  their  uses,  and 
the  reasons  for  same.  Structure,  growth  and  properties;  the 
methods  employed  to  prepare  them  for  use,  defects  and  their 
causes,  as  also  the  various  means  employed  for  preservation. 

Tools  are  to  be  accurately  and  minutely  described,  and  the 
historical  development  and  utility  of  each  particular  part  is  to 


7 


be  made  clear.  The  nature,  properties,  origin  and  manufacture 
of  the  metals  which  compose  the  different  implements,  is  to  be 
indicated,  with  special  reference  to  steel  in  its  relation  to  iron, 
and  how  to  harden  it.  The  sharpening  and  care  of  edged  tools 
is  to  be  taught  at  the  time  of  their  mtroduction  into  the  work. 

The  course  in  drawing  will  be  given  as  follows: 

In  the  case  of  objects  made  from  one  piece  of  thin  wood, 
where  but  one  view  is  required,  no  drawing  is  to  be  made. 
Pupils  will  under  these  conditions,  work  from  the  teacher’s 
model,  and  from  a blackboard  drawing. 

In  the  case  of  all  objects  requiring  two  or  more  views  for 
their  representation,  pupils  will  in  every  case,  make  a free-hand 
sketch  from  the  teacher’s  model,  showing  the  necessary  views 
and  dimensions,  except  where  otherwise  indicated  in  the  direc- 
tions. 

This  sketch,  after  being  approved  by  the  teacher,  is  to 
serve  as  a basis  for  the  finished  working  drawing.  The  pupil 
should  be  taught  that  this  class  of  drawing  is  a convenient 
and  forcible  means  of  thought  expression. 

No  drawings  will  be  required  of  “extras”  or  such  objects 
as  are  to  be  made  by  those  pupils  who  are  in  advance  of  the 
class.  Blue  prints  will  be  furnished  for  this  class  of  work. 

In  the  case  of  all  regular  or  class-work  the  teacher  is  required 
to  demonstrate,  before  the  assembled  class,  the  methods  to  be 
pursued  in  constructing  the  object  under  consideration. 

The  successive  steps  in  the  execution  of  the  exercise  are  to 
be  indicated  and  demonstrated.  This  includes  all  operations 
necessary  to  the  production  of  the  finished  article,  the  use  of 
the  various  tools,  the  testing  and  marking  of  completed  faces. 
Difficult  points  in  the  exercise  should  be  anticipated  by  the 
teacher,  who  will  emphasize  the  means  to  be  taken  to  avoid  or 
overcome  them,  and  cautions  previously  given  regarding  the 
holding  and  using  of  edge  tools  should  be  repeated. 

Individual  demonstration  is  to  be  given  upon  anything  but 
the  pupil’s  work,  which  is  to  be  entirely  the  product  of  his  own 
skill. 

Hasty  and  careless  work  should  be  early  detected  and  cor- 


8 


rected.  This  being  possible  if  it  is  required  that  each  of  the 
steps  in  the  exercise  be  executed  and  submitted  for  inspection 
before  further  work  is  undertaken. 

Ornamentation  in  the  form  of  back-ground  punching  and 
chip-carving,  is  introduced  to  devolop  artistic  feeling  and  cul- 
tivate the  inventive  faculty. 

Therefore,  in  giving  this  work  avoid  as  much  as  possible 
the  copying  of  designs  shown  in  this  pamphlet.  These  are 
intended  merely  as  suggestions.  Stimulate  the  pupils  to  plan 
their  own  designs,  which  when  properly  criticised  and  corrected 
by  the  teacher,  will  in  most  cases  prove  effective. 

As  a means  of  awakening  dormant  faculties  in  children  we 
have  found  nothing  better  than  to  allow  them  to  plan  some 
form  of  ornamentation  and  execute  it  as  an  “ extra/' 

Work  which  is  not  a pupil's  best  effort  should  never  be 
decorated.  Neither  should  ornamentation  be  used  to  hide 
defective  workmanship. 

Sand  paper  should  be  used  only  to  clean  the  work.  It  is 
never  to  be  considered  as  a cutting  tool,  nor  used  to  remove 
irregularities  in  tool  work. 

Putty  is  to  be  used  only  to  cover  the  heads  of  nails  or  screws 
which  are  set  or  countersunk. 

The  steel  scrapers  are  for  use  on  hollows  and  rounds.  They 
may  be  classed  as  cutting  tools. 

ACCIDENTS. 

“ Slight  wounds  are  liable  to  occur  in  the  course  of  the 
manual  training  work,  and  should  be  managed  in  accordance 
with  the  methods  of  modern  aseptic  surgery,  not  only  for  the 
immediate  benefit  of  the  one  injured  but  for  the  educational 
value  derived  from  extending  a knowledge  of  such  methods. 
Teachers  are  therefore  urged  to  follow  accurately  the  following 
instructions  which  so  far  as  they  go  may  be  considered  to  repre- 
sent the  methods  followed  by  the  advanced  surgery  of  the 
day." 

■“  First  all  foreign  material  or  dirt  must  be  kept  out  of 


9 


wounds.  By  the  word  dirt  is  meant  anything  capable  of  bear- 
ing such  micro-organisms  as  produce  pus  or  blood  poisoning. 
Such  organisms  are  constantly  present  in  the  air,  and  upon  all 
substances  exposed  to  the  air,  such  as  handkerchiefs,  tools,  the 
skin,  etc.,  also  in  water,  except  that  which  has  been  purified 
by  recent  boiling.  The  individual  who  takes  charge  of  a 
wound,  should  first  carefully  wash  his  hands,  then  wash  the 
wound  with  recently  boiled  water,  or  with  water  which  has 
been  purified  by  passing  through  a germ-proof  filter  such  as 
the  Pasteur.  In  washing  a wound  never  wash  anything  into  it, 
but  always  away  from  it.  Then  without  touching  the  fingers 
to  the  wound  cover  it  with  some  of  the  purified  (sterilized) 
gauze  found  among  the  supplies.  The  gauze  should  be  thickly 
massed  over  the  wound,  care  being  taken  to  avoid  having  that 
portion  of  it  which  immediately  covers  the  wound,  come  'in 
contact  with  the  fingers,  clothing,  table,  or  anything  else  which 
has  been  exposed  to  the  air.  The  gauze  should  then  be 
fastened  down  over  the  wound  by  a bandage,  or  where  con- 
venient by  a piece  of  adhesive  plaster.” 

“ In  removing  the  gauze  from  the  jar,  cut  off  what  is  wanted 
with  a pair  of  clean  scissors,  and  immediately  close  the  jar, 
exposing  the  contents  to  the  air  as  little  as  possible.” 

“When  the  bleeding  is  slight  it  serves  to  cleanse  the  wound 
partially  and  is  not  dangerous.  The  pressure  from  the  bandage 
which  should  never  be  excessive,  will  in  the  great  majority  of 
cases  be  found  to  be  sufficient  to  control  the  bleeding.  Cob- 
webs and  other  infected  material  should  never  be  used  to  stop 
bleeding.  When  bleeding  is  excessive  it  can  be  controlled  by 
tying  a bandage  around  the  limb  involved,  at  some  place  where 
the  tissues  are  soft,  and  tightening  it  if  necessary  by  twisting 
it  with  a ruler.”  ~ 


10 


DIRECTIONS. 

PLANT  LABEL. 

Prepare  Stock  }£"-  or  T3g  "xi^ "*7",  s.  2 s.,  Bass. 

1.  One  edge  is  to  be  made  straight  and  smooth  by  the 
teacher. 

2.  Pupils  will  square  one  end  with  knife,  (cross-whittling). 
To  be  tested  with  try  square. 

3.  Measure  length  and  square  around  with  knife. 

4.  Whittle  to  knife  line  and  test  with  try-square. 

5.  Gauge  width  and  cut  to  line.  (Straight-whittling). 

6.  Measure  and  mark  small  end  with  pencil  and  rule. 

7.  Whittle  to  oblique  lines.  (Oblique-whittling). 

8.  Clean  all  over  with  No.  o sand-paper  on  a block. 

No  Drawing. 

PENCIL  SHARPENER. 

Stock,  y%"  or  Ty'x2"x5">  s-  2 s-<  Bass,  prepared  by  teacher. 


11 


1.  One  edge  to  be  made  straight  and  smooth  by  teacher. 

2.  Square  one  end.  (Cross-whittling.) 

3.  Measure  length  and  square  that  end. 

4.  Gauge  width  and  cut  to  line.  (Straight-whittling). 

5.  Mark  curve  with  drawing  compass. 

6.  Cut  to  curve  with  knife.  (Curve-whittling.) 

7.  Measure  and  mark  small  end  with  pencil  and  rule. 

8.  Cut  to  oblique  lines.  (Oblique-whittling.) 

9.  Locate  and  bore  hole. 

10.  Give  pupil  a small  piece  of  No.  o sand-paper  from 
which  he  will  cut  the  disk  to  be  glued  on.  (Clean  all  over 
with  No.  o sand-paper  on  block  before  gluing  ). 

11.  Use  wooden  hand-screw  and  a piece  of  waste  wood  in 
gluing  on  sand-paper. 

No  Drawing. 

STRING  WINDER. 

Stock,  y%"  or  tV'x4^ "x5"  s.  2 s,  Bass. 

1.  Draw  a 
of  grain. 

2.  Draw  line  at  right  angles  to  above  at  its  center. 

3.  Measure  and  mark  curves. 

4.  Saw  nearly  to  lines  with  coping-saw. 

5.  Finish  with  half-round  file  and  sand-paper. 

No  Drawing. 

Note. — The  use  of  the  marking  gauge  is  intended  here  for 
7th  and  8th  Grade  pupils.  It  has  been  found  best  to  reserve 
the  gauge  for  later  work  with  pupils  of  grades  below  the  seventh. 


pencil  line  through  centre  of  board  in  direction 


12 


PLANT  LABEL  no.  2 


PENCIL  NMAPENEAwL 


TWINE  WJNDEB  no./. 


Qfatr.Sr  F£t':  ~5* 


7?.  F Fiecu-dsiejf. 


DIRECTIONS. 

PLANT  LABEL  No.  2. 

Stock,  y%”  or  T3-6 " Bass. 

Same  directions  as  for  Plant  Label  No.  i. 


PENCIL  SHARPENER  No.  2. 

Stock  y%"  or  j%"  Bass. 

Same  directions  as  for  Pencil  Sharpener  No.  I. 

TWINE  WINDER  No.  i. 

Stock  }£"  or  T3g"  Bass. 

A whittling  exercise. 

Stock  to  be  prepared  the  same  as  for  Plant  Label  No.  i. 

No.  Drawings. 


13 


DIRECTIONS. 

MATCH  SCRATCHERS. 

Stock,  y%"  or  TV;x  4n  x 5",  5.  2 s.,  Bass. 

1.  Draw  centre  line  and  lay  off  curves  and  diagonal  top 
lines. 

2.  Cut  to  curves  and  straight  lines  with  knife. 

3.  Glue  on  a square  piece  of  No.  o sand-paper. 

4.  Cut  to  curve  when  dry. 

5.  Bore  hole. 

6.  Finish  with  sand-paper  on  block. 

No  Drawing. 

BRACKET  SHELF. 

Stock  for  Top,  73g- " x 6 y"  x 3 y \ s.  2 s,  Bass. 

Stock  for  Brace,  TV'  x 3 y"  X5"  s.  2 s,  Bass. 

Stock  for  Back,  T3-g"  x 6 yy  x 5"  s.  2 s.  Bass. 


14 


Make  each  part  a separate  exercise. 

Use  pencil,  rule,  compass,  coping-saw  and  half-round  file. 

When  the  three  parts  are  correctly  finished  and  cleaned  with 
sand-paper,  fasten  back  and  brace  together  by  means  of  glue 
and  brads,  having  pupils  locate  and  start  the  brads  before 
applying  the  glue.  Give  particular  directions  to  apply  glue 
very  sparingly  and  have  all  superfluous  glue  cleaned  off  before 
it  hardens. 

Locate  and  start  brads  in  top  and  fasten  with  glue  to  back 
and  brace. 

No  Drawing. 

CORNER  BRACKET. 

Stock  for  Top,  TV  x 7"  x-7"  s.  2 s.  Bass. 

Stock  for  Braces,  T3g " x 7"  x 9"  s.  2 s.  Bass. 

Same  steps,  tools  and  directions  as  for  Bracket  Shelf. 

No  Drawing. 


15 


DIRECTIONS. 

MAT  No.  2. 

Stock,  }£"  or  T\"x6%"x6 *4”,  s.  2 s.,  Bass. 

1.  Plane  edge  and  end  square,  using  shooting-board. 

2.  Mark  five  inch  square,  with  knife-lines. 

3.  Lay  off  curves,  and  saw  with  coping-saw. 

4.  Finish  to  lines  with  knife. 

5.  Design  a background  for  punching. 

6.  Lay  off  design,  cut  lines  with  knife,  and  clean  before 
punching. 

No  Drawing. 

ENVELOPE  OPENER  No.  1. 

Stock,  T3g"xi //x7J4 ” , s.  2 s.,  Bass. 

1.  Draw  centre  line  and  lay  off  curves  at  each  end  with 
pencil  and  compass. 

2.  Mark  design  for  chip-carving  as  shown. 


16 


3-  Whittle  to  lines  and  form  the  blade  with  knife. 

4.  Carve  handle. 

5.  Sand-paper  to  clean. 

No  Drawing. 

MATCH  SAFE  No.  4. 

Stock,  T3g  "x2j^  "xi2"  s.  2 s.,  Bass. 

1.  Plane  edge  and  one  end  and  plane  to  width. 

2.  Saw  off  4%"  for  back.  (Back-saw  and  bench-hook.) 

3.  Make  back.  (Whittle  curve.) 

4.  Make  front  and  sides  and  fit  together. 

5.  Make  and  fit  base, 

6.  The  best  match  safes  may  have  a star  carved  in  the 
front  panel.  Sand-paper  for  striking  may  be  glued  to  sides. 

General  Drawing. 


d,  w,  Hit 


U£U _ 

H F Heanbtey. 


BLOTTER. 


DIRECTIONS. 

ROUND  MAT. 

Stock,  J£"x6j4"x6 yi" , s.  2 s.,  Whitewood. 

1.  Find  centre  of  board  by  drawing  the  diagonals  of 
square. 

2.  Mark  curves  with  compass  and  construct  star,  using  2" 
radius  to  locate  the  points. 

3.  Saw,  with  small  turni?ig-saw , nearly  to  outer  curve  and 
finish  with  flat  file  (draw  filing). 

4.  Cut  on  inner  curve  and  on  lines  of  star  with  knife,  and 
punch  background.  (Particular  attention  should  be  given  to 
even  punching  and  to  correct  handling  of  the  hammer.) 

5.  Clean  with  No.  0 sand-paper. 

No  Drawing. 

BLOTTER. 

Stock,  T\  "x3J^  "x5J^ ",  s.  2 s.,  Bass,  and  1 " length  of 
Dowel-rod. 


is 


1.  Plape  one  edge  and  one  end,  testing  with  try-square. 

2.  Gauge  and  plane  width. 

3.  Measure  and  mark  length  with  knife  and  plane  to  knife 
line. 

4.  Mark  border  line  with  gauge  and  knife. 

5.  Draw  design  with  pencil  and  follow  with  knife.  Punch 
background. 

6.  Round  and  smooth  the  end  of  the  handle  with  knife. 
Drill  and  countersink  hole  and  screw  together.  (A  blotter  is  to 
be  glued  to  the  base.) 

Note* — The  smoothing  plane  is  to  be  used  in  this  exercise. 
Pupils  are  to  be  taught  to  take  apart  and  put  together  and  to 
whet  the  plane  blades.  The  grinding  will  be  done  by  the 
teacher.  The  design  shown  for  ornamentation  is  suggestive,  as 
are  nearly  all  those  show  hereafter.  Teachers  will  vary  de- 
signs as  seems  best  and  where  possible  make  use  of  the  ideas 
of  the  children.  Paper  templates  may  be  used  for  duplication 
in  urnamental  designs. 

No  Drawing. 

PEN  RACK. 

Stock,  ffx2%"xio\  s.  2 s.,  Bass. 

1.  Plane  edges  parallel  and  to  required  width. 

2.  Saw  off  a piece  6%"  long  and  gauge  centre  line. 

3.  Point  ends  with  knife;  lay  off  design  and  carve. 

4 Mark  a circle  on  the  extra  piece  and  plane  ends  to 
proper  distance  from  curve  and  square  with  edges. 

5.  Drill  a small  hole  near  edge  of  the  circle,  insert  blade 
of  coping-saw,  and  cut  to  line.  Finish  with  half-round  file, 
and  saw  apart  with  back-saw. 

6.  Clean  and  fasten  together  with  glue  and  brads. 

No  Drawing. 


19 


ENVELOPE  CASE. 


fSca/e  Full 

/i  W.  F.vanS  I IeL . _ 

F.FBeardUey. 

DIRECTIONS. 

ENVELOPE  CASE. 

Stock,  T3T"  Basswood. 

An  exercise  in  the  use  of  the  smoothing-plane  on  edges  and 
ends.  Also  an  exercise  in  chip-carving. 

1.  Plane  pieces  to  size,  using  the  shooting-board. 

2.  Carve  the  base  as  shown. 

3.  Clean  and  fasten  together  with  glue  and  brads,  locating 
the  brads  by  means  of  a very  light  gauge  line,  from  edge, 
and  measuring  the  distances  apart. 

4.  Carve  coping  at  top  and  ornament  as  shown. 

5.  A design  may  be  carved  on  sides  if  desired. 

6.  Finish  with  sand-paper  and  shellac. 

Drawing  as  shown. 


20 


Twine  for  making  the  kite  and  bridle,  as  shown,  will  be 
furnished.  No  twine  for  flying  the  kite  is  to  be  supplied. 

No  Drawing. 


21 


DIRECTIONS. 

KEY  RACK. 

Stock,  %"  X3^0  x8^"  Whitewood,  and  yVx2*4  rfx6*4 " 

Cherry. 

1 . Plane  one  edge,  gauge  width  and  centre  line  (whitewood). 

2.  Plane  to  width. 

3.  Mark  curves  at  ends  and  square  the  shoulders  with  knife 
lines  on  both  face  and  edge. 

4.  Saw  curves  with  turning-saw  and  saw  shoulders  with 
back-saw. 

5.  Pare  vertically  with  chisel,  taking  light  cuts  to  lines 
Test  with  try-square. 

6.  Finish  with  file,  but  do  not  allow  a file  to  be  used  un- 
less the  work  has  been  well  done  with  a sharp  chisel. 

7.  Clean  the  face  with  smoothing-plane. 

8.  Make  front  plate  using  turning-saw  and  file  for  curves. 

9.  Carve  as  shown. 


22 


10.  Glue  in  place  and  locate  position  of  hooks. 

11.  Clean  and  finish  with  shellac. 

12.  Screw  the  hooks  in  place. 

Note.— Particular  care  should  be  used  in  gluing  that  the 
superfluous  glue,  which  is  pressed  out  from  between  the  pieces, 
is  at  once  removed,  and  that  the  clamps  are  so  adjusted  as  not 
to  mar  the  work. 

No  Drawing. 

COAT  HANGER. 

Stock,  i"x4"xi6 y^"  rough  Pine. 

1.  Plane  all  over  to  ]/%  "^3/4  "xi6" . 

2.  Mark  curves  on  ends  with  compass. 

3.  Mark  curves  on  sides  free-hand  or  with  template  which 
may  be  made  of  thin  basswood. 

4.  Saw  nearly  to  curves  with  turning-saw  and  finish  with 
spokeshave. 

5.  Finish  with  sand-paper,  but  do  not  use  a file. 

6.  Fit  with  large  screw  hook  to  serve  as  a hanger. 

7.  Shellac. 

Note.  This  is  principally  an  exercise  in  modeling  with  the 
spokeshave,  therefore  all  irregularities  which  can  be  felt  with 
the  hand,  are  to  be  removed  with  that  tool.  Sand-paper  is  to 
be  used  only  for  cleaning. 

No  Drawing. 


23 


DIRECTIONS. 

INK  STAND  No.  2. 

Stock,  S/s"  Whitewood  or  n Gum  and  Maple  or  T3¥ 
Cherry. 

An  exercise  in  the  use  of  the  chisel  and  plane  and  in  chip- 
carving. The  thin  top  piece  may  be  built  up  from  strips  of 
various  colors. 

No  Drawing. 

PHOTOGRAPH  FRAME. 

Stock,  fV'  Bass  or  Cherry. 

Use  compass,  rule,  knife  and  file. 

No  Drawing. 


24 


DIRECTIONS. 

PAPER  KNIFE  No.  i. 

Stock,  X i3/8"  X II^",  s.  2 s.,  Cherry. 

1.  Plane  to  required  width. 

2.  Draw  centre  line  lightly  with  pencil. 

3.  Lay  off  curves  at  ends  and  at  juncture  of  handle  and 
blade. 

4.  Cut  outline  with  coping-saw  and  smooth  with  file. 

5.  Form  blade  with  knife,  spokeshave  and  file,  working  to 
a center  line  on  the  edge. 

6 Mark  design  in  handle  and  carve. 

7.  Clean  thoroughly  and  finish  with  three  very  thin  coats 
of  shellac. 

PAPER  KNIFE  No.  2. 

Stock,  same  as  above. 

Directions  same  as  for  Paper  Knife  No.  1. 

No  Drawings. 


25 


DIRECTIONS. 

PAPER  KNIVES  No.  3 AND  No.  4. 

Stock  Oak,  Maple  or  Cherry. 

Proceed  in  same  manner  as  for  Paper  Knives  No.  1 and  2. 

No  Drawing. 


26 


DIRECTIONS. 

KNIFE  AND  FORK  REST. 

Stock,  x i"  x 6 y2"  s.  2 s.  Gum. 

1.  Plane  stock  to  x 

2.  Draw  diagonals  at  each  end  and  square  around  with 
knife  % " from  each  end. 

3.  Square  around  from  each  end  and  also  from 
each  end. 

4.  Saw  off  just  beyond  the  y%"  line  and  block-plane  care- 
fully to  line,  testing  with  try-square. 

5.  Point  ends  with  1 " chisel. 

6.  Gauge  }i"  from  edge  on  flat  end  and  chisel  chamfer. 

7.  Find  centre  and  bore  3/8"  holes  for  cross  bar. 

8.  Plane  the  remaining  piece  to  a true  octagon  and  after 
inspection,  plane  to  a 3/s"  cylinder. 

9.  Fit  and  glue  into  end  pieces. 


27 


10.  Sand-paper  cylindrical  part. 

11.  Finish  with  shellac. 

Note. — This  exercise  may  be  made  from  any  close  grained 
hard  wood.  The  cross  bar  may  be  made  from  a wood  con- 
trasting in  color  with  that  of  the  ends. 

General  Drawing  without  shading. 

PEN  HOLDER. 

Stock,  Y"  x x g"  s.  2 s.  Red  Cedar. 

1.  Plane  stock  to  y2  " x Y"  • 

2.  Mark  circles  at  ends  and  bore  hole  for  peg. 

3.  Cut  off  lY"  and  form  peg  to  tightly  fit  hole  except  at 
outer  end  where  it  should  be  slightly  smaller  to  admit  pen. 

4.  Glue  in  peg. 

5.  Whittle  to  shape. 

No  Drawing. 


28 


DIRECTIONS. 

MATCH  BOX  No.  3. 

Stock,  (several  pieces  of  either  hard  or  soft  wood  may  be 
used,  built  up  either  vertically,  horizontally  or  radially). 

The  teacher  will  give  such  directions  as  are  necessary  to 
perform  the  work  in  accordance  with  the  number  and  shape  of 
pieces  used. 

Detail  Drawing. 


29 


1 

1 

1 

1 

1 

1 

J 

i '2LB. ) \ 

? ib  Lfie  t/ieS.. 

£ A/e  / hki 


3 f 


TAc  (A)  Stic  fa  sh  cu/ct  be  nailed  a tel  gtaed  tc 
.(B)  shcfis  and  jurtfier  secured  bp  pieces  oj  chi/itgtued 
oven  enti  re  j cmt  (Fcg3).  Figures  £&3  show  position  cj 
outside  corci  (Ji ) Tn.  Tig' I cet la[T T)u  nd  urings 

* - — >i  ( F F]  a re  Cc  ire  red  vi  l A tig  fit  String 

paper,  cl nuwn  tight, and  wings (&G) 


— — 29 


t A/e  l/m 


3£ 


% * 


are  severed  wit  A light  cloth,  lejt 
Slightly  baggy  The  upper  end 
ij  bridle  h ae  j if  distance  from 
[a)  t~o(A),  trim (a.}t and  lower  end 
just  below  (c),  Tlyi.ijj  ]\not  is 
<9‘  in  j ront , and  tg  a he  ire  (bj  (Fig/). 

Both  Sides  must  be  eeact lu  a l,  he. 


A.  m E ^A3  & A T.  Aohmscn  leLs. 


S.J.Conune.  Inventor, 


B F Beardsley. 


30 


NAIL  BOX  7 


71  7 ; 

i - 

f 

r ” 

1 

6 

■> 

^ca/e  Hcltj 


A U/  77c  , 


MAIL  BOX  mZ . 


3' 


Mm 


>»* 


T"7 

_J t 

,3c aie  Fail  BCje.. 


L 


3 F.  Beardsley  . 


DIRECTIONS. 

NAIL  BOX  No.  i. 


Stock,  y2" , s.  2 s.,  Pine. 

1.  Plane  one  piece  to  the  required  width  for  the  four  sides. 

2.  Plane  one  end  on  shooting-board. 

3.  Measure  length  for  one  side  piece  and  square  all  around 
with  knife. 

4.  Saw  off  with  back-saw  and  plane  the  end  to  knife-lines 
on  shooting-board. 

5.  Proceed  as  above  for  each  side. 

6.  Measure  and  mark  for  brads  as  directed  in  Envelope 
Case. 

7.  Nail  and  Glue  together. 

8.  Plane  and  fit  bottom. 

9.  Clean  all  over  and  shellac 
Note. — Teach  use  of  nail-set. 


31 


Have  inner  surface  cleaned  before  fitting  together. 

General  Drawing  as  shown. 

NAIL  BOX  No.  2. 

Stock,  y?,"  s.  2 s.,  Pine. 

1.  Plane  sides  and  ends  to  size,  as  for  Nail  Box  No.  i. 

2.  Mark  out  gains  with  knife  lines  and  gauge. 

3.  Saw  with  back-saw  exactly  to  knife  lines  so  that  no 
chisling  will  be  required  on  sides  of  gains. 

4.  Chisel  gains  with  ^4  chisel. 

5.  Fit  and  glue  together,  after  cleaning  inner  surfaces. 

6.  Prepare  bottom  and  nail  and  glue  to  frame. 

7.  Clean  with  the  smoothing-plane  and  sand-paper. 

8.  Shellac. 


General  Drawing  as  shown. 


32 


DIRECTIONS. 

WHISK  BROOM  HOLDER,  No.  i. 

Stock,  3/%"  Whitewood. 

General  directions  for  planing  dressed  lumber. 

Genera]  Drawing. 


33 


c\J 

§ 

£ 

§ 


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P 

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34 


M.F.  J3e.a.rclsiejj. 

DIRECTIONS. 

COMB  AND  BRUSH  POCKET  No.  2. 

Stock,  3/s"  and  % " Whitewood. 

An  exercise  in  the  use  of  the  spokeshave  and  bevel,  also 
ornamentation  by  means  of  letters. 

1.  Make  back  piece  first,  then  front  and  sides. 

2.  Set  bevel  to  angle  of  side  pieces  and  use  in  planing 
bevel  of  bottom  piece. 

3.  Fasten  together  with  brads  and  glue. 

4.  Shellac,  2 coats. 

Detail  Drawing. 


35 


2\  . F.  Meaj-clsir-u. 

DIRECTIONS. 


LETTER  RACK. 

Stock,  Hardwood. 

Construct  rack  according  to  drawing  and  either  carve  or 
punch  a design  on  sides  and  front. 

This  model  should  be  highly  polished  after  applying  at 
least  five  coats  of  shellac. 

Drawing  as  shown. 

TOP. 

Stock,  fV'  Basswood. 

Stock,  5/&"  Hardwood. 

Make  this  entirely  an  exercise  in  chiseling. 

Drawing  as  shown. 


36 


BOOK  RACK  No.  i 

Stock,  J/q"  x $y2"  x 30"  s.  2 s.,  Pine. 

1.  Plane  to  width,  saving  the  long  strip  from  edge  for 
making  the  moulding. 

2.  Plane  ends  square. 

3.  Gauge  centre  line  and  measure  from  ends  2 y"  which 
will  give  centre  for  curves. 

4.  Mark  curves  and  saw  off. 

5.  Finish  curves  with  chisel  and  file,  (See  Note.) 

6.  Mark  design  as  shown  and  cut  the  outline  with  knife. 

7.  Shellac  and  then  stamp  background  and  cut  stars  with 
Y%"  chisel. 

8.  Make  base  by  planing  the  curved  ends. 

9.  Stamp  edges. 


37 


io.  Make  moulding;  glue  and  nail  together  and  finish  with 
shellac. 

Note. — The  filing  should  be  done  in  the  direction  of  the 
curve  and  not  at  right  angles  to  the  face  of  board. 

Drawing  as  shown,  omiting  shading. 


38 


DIRECTIONS. 

BRACKET  SHELF. 

Stock,  I " x 7"  x 20 " rough  Pine,  and  x 3^"  x6^ " s.  2 s., 
Pine. 

First  have  pupils  saw  off  a piece  7"  long,  then  plane  and 
finish  the  top  of  shelf  according  to  directions.  Aset  of  models 
such  as  are  shown  are  a great  help  in  directing  this  work  if  it 
is  used  as  a first  planing  exercise  or  if  given  as  an  extra.  This 
method  of  showing  processes  is  not  to  be  carried  beyond  the 
first  years  work..  This  shelf  may  be  made  with  the  chamfered 
edge  of  the  top  underneath  instead  of  as  in  the  drawing. 

A blue  print  of  the  following  directions  may  be  placed 
before  the  pupil. 

1.  Plane  the  working  face  and  mark  it  X. 

2.  Plane  the  working  edge  and  mark  it  II. 

3.  Chamfer  a corner  [ask  teacher  which  one.] 

4.  Plane  this  end  square  with  working  face  and  working  edge. 


39 


5.  Measure  the  length  from  this  planed  e?id. 

6.  Square  across  with  knife-line. 

7.  Saw  off  end  just  beyond  the  knife-line. 

8.  Chamfer  a corner  opposite  tried  edge  and  plane  this  end 
to  knife-line. 

9.  Gauge  the  width . 

10.  Plane  the  rough  edge  to  gauge-line. 

11.  Gauge  the  thickness  on  edges  and  ends. 

12.  Plane  the  rough  face  to  gauge-lines. 

General  Drawing. 


40 


SHELF  MODELS  and  FRAME  sheet  no.  2 


Use  rough  pieces  13"  X 7* X J " P me 


loading  Face 
& mark  X 


Insert  dowels  /p  ioruj  m /bottom  of  each  piece 


/.  Worbincffa.ce 
and  man  A X • 


Chamfer  comer 
opposite 

Won/f/jiaf  eaqf. 


JJowcl  pins 

W 

tr 


4. 


etc. 


nr 


Penal 


F.  Tried  or  working  3.  Chamfer  corner  4 Plane  encl  square  A.  Measure  length  front 

edge  and  mark  II.  opposite  working  with  face  and  t /us  planed  end 

edg 


Sc 

ur orbing  edge. 


7-  Secured  off  ^ 


'.planed  end 
6.  Sq  uare  across  with, 
a b mfe  line  and  Sa.ur 
off  on  pencil  line  g-" 
outside  of  knife  line 


10. 


U 


u. 


IT 


10.  Plane  rough  //.  Gauge  thic/)ness  /2  Plane,  t/ie 

gauge  lines. 


outside  of  knife  line,  9.  Gauge  width,  edge  to  gauge-  (■%■")  edges  and,  rouq/i  face  to 

opposite  on  face.QFronu  line,.  ends.  J 


8.  C/t  amfer  corner 

working  edge  unci  planeto  work  mg  edge) 

kuife  line. .( Square  u tit  A,  The.  above  directions  are  take  written 

face,  and  working  edge,.)  with  ink  upon,  the  models. 


/LJal  E i'  a L 


ELHl.,H(tzAn,  MtAigiks- 


E\  . F Heard slejg . 


41 


SHELF  ODELL  and  F BE  ME  sheet  no.  3. 


13-  Measure  2’ each  wag  from  1-4.  Daw  off  corners  to 
two  upper  corners  and  con-  pencil  line  and.  plane 
nect  with  k’nfc  line,- About  to  h nife  line.  (Plane 
outside  knife  line  draw  in  direction  of  ’»*-*•.) 
fiend  l line  Jon  sawing. 

JJraw  knife  line  on.  apposite 
Side  also. 


Id.  Gauge  lightly  p'  around  16.  (0 Plane, 
e edges  and  en cts  for  chain-  (2)  Pof  mu 
f entity.  Clift  off  corners  anci  nat 
with  chisel  loqauge  , 

Plane  caref  ully  m cl 


ckamferad  ofees  & end' 
ft  laces  for  brc.ckctr, 
Is.  On  botto\  ptty 


Cion  of 


logauge  lines  chantfered)draw  a hnife  line 
uflq  in  clirec-  about  half,  wait  acros*  t/tu 

L J _ . . L-i  a * . / 


boat'd  anct  2’^ from  each 
end . On  edge  draw  pencil 
line.  On  toft  draw  ft  end  l 

(me  2.f£Mfrtm 
each  end  for 
tiai  Is . PI arli 
places  for 
nails  (tea  plan). 


A.  For  Brackets.  Jf.  Draw  pencil  C.  Measure  Jr 

Finish  fttece  for  tine  from  corner  Corner  S"ac  ^ 

brackets  same,  as  to  corner , and  Saw  grain  , 6“  with  the  gram  (hot  h edges)  for 
for  shelf  Nos  Jto/£ . with  crosscut  saw.  and  connect  with  hntfe  chamfering. 

line  . Plane  with  the 


square  D . Gauge  f on 
S" across  the  plan  eel  angle 


E . Plane  chamfers 
m direction  of  ss~» 
and  complete  the 
bracket . 


:r 

-jL 


9‘ 


O.  Piece  g-  xjJ  x€p  I.  Ptane  wording 
'.dge,  then  chant 


II 

Sauge. 


ain  to  knife  line* 

~r~ 

>f>5 


III 


u /V 

lidded 


II  Pleasure  length  lit.  Gauge  the  JV.  Measure  2" front 
or  distance  between  w icith  and  plane  top  on  each  side, 

J and  draw  knife 

hhe  to  centre  on 
tower  edge  .(Draw 
knife  lines  on  both 
Sides 


fer  opposite  Corner,  brackets.  JSfy-uare  rough  edge  to 
, and  block  plane  across  with  knife  lute  gauge  line, 
end.  and  ptane  to  il\. 

■ 


V.  Gauge  4 
on  lower 
edge  for 
chamfering. 


A W,£yhas  IluL 


VI.  ChtonJer%fitJv  /slant*  VII.  JBora  Ao/ei  t /i«n, 

LVeuhuw  /'' fr  om  eu  eft  €nU  sf-  to/s fot* holes.  Couji  ttnisi  n A e«.c/t. 


£i  W Hmtki-k  Mt*. 


I\ , F.  Beardsley 


SHELF  MODELS  and  FRAME  sheet  no.  4. 


■■  ■■  ■ ^ 

Make  two  like,  this  43"  X /2”  ^ 

Ed. 

For  the  display  of  models. 

t sjj " j 

Jlrranyement  far  the.  display  of  models  on,  hoards,  Stain  hoa.rcls  urith  Some  dark  stain 


Place  the  entire  arrangement 
on  teachers  Itench  in  vieur 
of  the  class.  So  that  pupils 
mag  inspect  at  any  time 
clanng  the  lesson/. 


E.WBoehn  JJesianUL 


7J.  F Bear  da  ley . 


HANGING  SHELVES  sheet  vo./.  HANGING  SHELVE S.  sheet  no  2 


42 


43 


DIRECTIONS. 

TIPCAT. 

Stock,  iJ/('  x i%”  Gumwood. 

A whittling  exercise. 

1.  Plane  to  I " square  by  4 " long. 

2.  Square  around  and  true  the  ends  with  the  knife  as 
shown. 

Three  forms  are  shown,  but,  which-ever  is  selected,  insist 
that  both  ends  be  alike  and  accurately  made.  This  being  a 
toy  for  the  boys  games,  he  is  likely  to  hurry  and  slight  his 
work.  This  tendency  is  to  be  restrained. 

No  Drawing. 

TIPCAT  BAT. 

Stock,  %"  Pine  or  Maple. 

An  exercise  in  modeling  with  the  spokeshave. 

Drawing  as  shown. 


44 


PAPER  FILE. 

Stock,  T3g"  Bass  and  Cherry. 

Make  the  small  top  piece  of  Cherry  and  glue  in  place. 
Fit  with  an  8d  nail  for  a spindle. 

No  Drawing. 


TEA  POT  STAND. 

Stock,  3/q"  Oak. 

An  exercise  in' the  use  of  the  chisel  and  turning-saw. 

The  planing  of  the  board  to  T\-  thick  should  be  made  a 
leading  feature. 

Drawing  as  shown. 

TOWEL  RACK. 

Stock,  ^ Oak  for  back  and  brackets;  J/q  ” Oak  for  arms. 
Drawing  of  details. 


45 


SAND  PAPER  BLOCK 


F{,  F 'Heafcistey , 


- ^ 


46 


DIRECTIONS. 

SAND  PAPER  BLOCK. 

1.  Plane  the  working  face  and  mark  it  X. 

2.  Plane  the  working  edge  and  mark  it  II. 

3.  Plane  the  other  edge. 

4.  Gauge  the  thickness  on  both  edges  and  plane  to  gauge- 
lines. 

5.  Gauge  the  width  (do  not  plane). 

6.  Gauge  for  rip-saw  TV'  wide  (do  not  saw). 

7.  Chamfer  one  corner  (ask  teacher  which). 

8.  Plane  this  end  square. 

9.  Measure  length  and  mark  with  a knife-line. 

10.  Saw  off. 

11.  Chamfer. 

12.  Plane  this  end. 

13.  Mark  and  plane  the  curved  end. 

14.  Mark  and  plane  the  beveled  end. 

15.  Saw  and  plane  to  the  width. 

FINISH. 

1.  Measure  and  mark  gains  on  W.  F.  (use  knife-lines). 

2.  Carry  the  lines  down  both  edges. 

3.  Gauge  the  depth  of  the  gains. 

4.  Saw  between  the  lines,  at  a little  distance  from  them 
(cut  nearly  to  gauge-lines). 

5 Chisel  carefully  to  the  lines. 

6.  Make  wedges. 


/?.  W.  Ev n ns  Ur  /. 


G .fleehe.  Z]esiajL£j^._ 


H T '■  Beardsley 


MEDICINE  CABINET 


p 

I 

i 


& 


**5 


1 

i A 

4 


? 

T 

-s'* 

/& 

— — t— — 

12 


«o 

.iJL-  - A- 


i_.i. 

IT 


tz — * — Ix;T 


dH,  hi  Gratis  Ft* 


jOcSlCf)l  cf 

Jyicuxuul  Trny  Dep't 
Was/,  inalcu  Z7?£. 


7?  F J3 cards  ley 


48 


Ji  f £&cu'c2^  ietj . 


DIRECTIONS 

PICTURE  FRAME  No.  i. 

Stock,  % " Oak. 

The  dimensions  may  be  varied  to  suit  conditions.  In 
general  the  severely  plain  is  most  pleasing  in  frames.  The 
mitre  saw  may  be  used.  PICTURE  FRAME  No.  3,  is 
more  suitable  for  the  average  boy,  the  mitre  joint  being  too 
difficult. 

Do  not  make  picture  frames  of  Pine  lumber. 

No  Drawing. 


49 


DIRECTIONS. 

BOOT  JACK. 

Stock,  y%"  x 6"  x 20"  Oak  or  Birch. 

1.  Plane  one  edge  and  one  end. 

2e  Gauge  width  and  centre  line. 

3.  Lay  off  curves  on  one  side  and  the  lines  for  mortise  on 
the  opposite  side,  taking  all  measurements  from  the  planed 
edged  and  end. 

4.  Plane  to  width. 

5.  Saw  nearly  to  curves  with  turning-saw  and  finish  with 
spokeshave  and  files. 

6.  Square  lines  on  each  edge  for  mortise  and  gauge  the 
depth  of  mortise. 

7.  Saw  and  chisel  mortise,  fitting  it  to  thickness  of  waste 
piece  at  end  which  is  to  be  used  in  making  the  brace. 

8.  Mark  lines  for  chamfer  on  edges  with  gauge  and  on  top 
with  thumb-gauge. 


50 


g.  Bore  hole. 

10.  Fit  the  brace  or  cleat,  being  particular  that  the  bevel 
end  will  rest  firmly  on  floor  when  in  position  for  use. 

The  bevel  end  of  brace  should  be  very  carefully  planed  and 
tested  with  the  T Bevel  and  try-square. 

11.  Glue  and  nail  together. 

12.  Clean  and  finish  with  shellac. 

Use  wood-filler  on  Oak  before  using  shellac. 

General  Drawing. 


Stock,  ^ 6 " x 16"  s.  2 s.,  Pine  and  Basswood. 

1.  Plane  tried  edge  and  gauge  width. 

2.  Saw  off  near  gauge-line,  saving  the  narrow  strip  for  the 
rail  to  which  cover  will  be  hinged. 

3.  Plane  to  gauge  line  and  lay  off  the  back  with  compass 
and  knife-lines. 

4.  Saw  off  and  finish  back  with  plane  and  chisel,  then 
gauge  and  plane  to  required  thickness. 

5.  Make  two  bottom  pieces  in  the  same  way  as  above,  one 
to  be  used  to  hold  the  basswood  in  shape  at  top  while  it  is 
drying. 

6.  Make  cover  and  rail  and  fasten  together  with  hinges. 

7.  Fasten  base  to  back. 

8.  Prepare  Basswood  by  planing  to  correct  length  but 
leaving  the  width  greater  than  is  required. 


52 


g.  Soak  the  Basswood  in  water  for  at  least  one  hour. 

10.  At  this  point  design  and  apply  ornamentation  to  top  of 
the  back:  (either  punching  or  chip  carving  may  be  used.)  , 

11.  Fasten  Basswood  at  one  edge  and  carefully  bend  to 
shape  around  the  base  and  the  extra  base  piece  which  is  to  be 
inserted  at  top. 

12.  Fasten  in  this  position  with  a cord  but  do  not  glue  and 
nail  to  place  until  Basswood  is  thoroughly  dry. 

13.  Fasten  with  brads  and  glue  and  clean  with  sand  paper. 

14.  Shellac. 


General  Drawing. 


53 


WHISK  BROOM  HOLLER  no.  2, 


; Xa  i x ! T 

/ 'V*  \ i~r 

, I Tcmp/atc 

4|- 


rf.  tt.Krrttra 


/"Bit 


Hroc  A„icljl  ZjtLSiyner. 


F{  F-  J3ea,rd&/ej/ 

DIRECTIONS. 

WHISK  BROOM  HOLDER  No.  2. 

Stock,  y2"  Pine  and  }&n  Basswood. 

The  directions  for  this  exercise  are  practically  the  same  as 
for  the  Salt  Box. 

Draw  details  as  shown. 


54 


LOOM  no.  /. 


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55 


DIRECTIONS. 

MATCH  SAFE  No.  2. 

Stock,  3/s"  Whitewood  and  y%"  Bass. 

The  directions  given  for  the  Salt  Box  will  apply  to  this 
exercise.  Decorate  by  background  punching,  chip-carving  or 
by  inlaying  with  colored  veneer. 

Detail  Drawing. 


56 


DIRECTIONS. 

HAT  RACK. 

Stock,  x 3%  x 24"  s.  2 s.  Pine. 

The  back  is  intended  as  an  exercise  in  planing  and  as  a 
basis  for  decoration  either  by  means  of  chip-carving  or  back- 
ground punching. 

The  pegs  are  to  be  made  as  shown  in  drawing  and  are 
intended  as  strictly  a chisel  exercise. 

The  pegs  may  be  wedged,  in  addition  to  glueing. 

General  Drawing  (not  shown.) 


'WEATHER  VANE.  no.  J 


A.El  JSeardsiey . 


JJ !£&+§*  Zfi  I?jr g,Lf  frtJT,  JYiVi 


DIRECTIONS. 

WEATHER  VANE  No.  i. 

Stock,  ji"  Pine  and  T3g-"  Bass. 

The  forming  of  the  arms  of  the  wheel  and  the  chamfering 
of  horizontal  end  post  are  to  be  done  with  the  knife. 

General  Drawing. 


58 


WEATHER  VANE  no  2 . 


MJjUZMAdg  ffrf, 

H.F  Bevr^sUj, rrntu4rvj<  r I 


DIRECTIONS. 
WEATHER  VANE  No.  2. 

Stock,  y8"  Pine  and  y8"  Bass. 

No  Drawing. 


GENERAL  DIRECTIONS. 

TOWEL  ROLLER. 

Stock,  Yi"  x 5"  x 21"  s.  2 s.,  Pine,  x 3"  x 7"  s.  2 s.,Pine, 
]%"  x 1 Y ’’  x 2C)//  Rough  Gum. 

I..  Plane  stock  for  the  back  to  size  on  edges  and  ends. 

2.  Lay  off  curves  and  dovetails  as  per  drawing,  using  only 
gauge,  compass  and  knife-lines. 

3.  Bore  holes  for  concave  curves  at  top. 

4.  Saw  out  with  back-saw  and  finish  with  chisel,  being 
particular  that  the  sides  and  shoulders  of  dovetails  are  square 
with  the  face. 

5.  Plane  stock  for  brackets  on  edges  and  ends  to  a greater 
length  than  will  be  required  for  both  brackets  and  to  a width 

Of  2%'". 

6.  Mark  out  both  brackets  on  this  piece  with  knife  and 


60 


gauge-lines,  so  that  the  ends  already  planed  will  serve  for  the 
top  surface  of  each. 

7.  Chisel  curve  and  test  with  try  square. 

8.  Bore  holes  deep  and  groove  one  bracket  as  shown. 

9.  Saw  apart  and  plane  to  lines. 

10.  Mark  mortises  by  laying  on  the  dovetail  already  made 
and  scribing  with  knife. 

11.  Square  and  gauge  depth  of  mortise. 

12.  Saw  exactly  to  lines  and  remove  stock  with  chisel. 

THE  ROLLER. 

1.  Cut  square  bar  to  required  length. 

2.  Find  centre  of  square  bar  at  the  ends  by  drawing  dia- 
gonals. 

3.  Scribe  both  circles  at  each  end. 

4.  Draw  lines  on  end  of  bar  tangrent  to  large  circles  cutting 
the  corners  at  about  45  degrees. 

5.  The  ends  of  these  lines  may  be  connected  by  gauge  lines 
on  the  length  of  the  bar. 

6.  Plane  to  octogonal  form,  requiring  that  this  preliminary 
work  be  accurate. 

7.  Plane  to  circle. 

8.  Saw  and  chisel  small  ends. 

9.  Finish  roller  with  sand  paper. 

Note. — The  back  is  now  to  be  decorated  either  by  means 
of  chip  carving  or  background  punching. 

10.  Clean  and  glue  together. 

11  Shellac. 

Drawing. — The  drawing  for  this  exercise  should  consist  of 
details  of  each  part  separately,  and  not  as  given  in  above  draw- 
ing except  for  advanced  pupils. 


T 0 WEL  E'OLLEB  M QDELE  sheet  no.  2. . 


61 


\ 


H E Beardaleu 


d H E tflti  5 £&(> \Vn„.  P.  H ciK'Lcy  iJeSigner. 

B.E  BecLrclatejj. 


62 


DETAIL  DIRECTIONS  FOR  TOWEL  ROLLER. 

TO  BE  PLACED  ON  TEACHERS  SET  OF  MODELS. 


1st 

board. 


BACK. 

f I.  Plane  a working  face,  mark  it  X,  use  smooth- 
ing plane. 

2.  Plane  a tried  edge,  mark  it  X,  use  jack-plane 
set  very  fine. 

3.  * Plane  other  face,  do  not  mark  it,  use  smooth- 
ing plane. 

4.  Plane  a tried  end,  mark  it  X,  use  smoothing 
plane. 

5.  Square  off  20"  from  tried  end  with  knife  line. 

6.  Saw  off  31 2 " outside  of  line. 

7.  Chamfer  corner  opposite  tried  edge  and  plane 
ihis  end  to  line. 

8.  Gauge  width. 

9.  Saw  and  plane  to  width. 


2nd 

v 10. 

Square  off  knife-lines  A-A  and  B-B. 

board. 

1 11. 

Gauge  lines  C-C,  D-D  and  E-E. 

12. 

Draw  circles  at  F-F  with  dividers. 

3rd 

- 

board. 

13- 

Draw  curves  at  G-G  with  dividers. 

14.  Mark  off  dovetails  with  dividers  from 
lines  C-C. 

centre 

15- 

Draw  knife  lins  marked  H-H-H-H. 

4th 

16. 

Bore  holes  at  F-F  with  Fostner  bit. 

board. 

17. 

Saw  to  lines  B-B  and  D-D,  use  back  saw. 

5th  J 
board.  1 

! 18. 

Saw  to  lines  H-H-H-PI  and  A-A. 

6th  ( 

; 19. 

Round  two  corners  and  finish  with 

chisel 

board.  ( 

1 and  file. 

ROLLER. 

1st  ( 

i 1 • 

Plane  face  No.  1. 

stick.  ( 

1 2. 

Plane  face  No.  2.  square  with  No.  1. 

2nd  { 

1 3- 

Surface  off  face  No.  3. 

stick.  ( 

[ 4- 

Gauge  width  from  No.  2.  on  No.  1,  and  on  No.  3. 

3rd  ( 

> 5- 

Plane  No.  4,  to  these  lines. 

stick.  ( 

1 6. 

Gauge  width  from  No.  i,on  No.  2,  and  on  No. 4. 

4th 

stick. 


i 


7.  Plane  No.  3,  to  these  lines. 

8.  Square  around  each  end  with  knife-line  make- 


f ing  stick  correct  length. 


5th 

stick. 


6th  ( 
stick.  ( 

7th  ( 
stick.  > 


9.  Saw  ends  to  these  lines,  use  back-saw. 

10.  Draw  diagonals  on  ends. 

11.  Draw  circles  on  ends  with  dividers. 

12.  Mark  chamfers  on  ends. 

13.  Gauge  chamfers  on  sides. 

14.  Plane  corners  to  gauge  lines. 

15.  Plane  off  corners  again,  use  smoothing  plane. 


64 


8th 

stick. 


gth 

stick. 


16.  Plane  off  corners  again  with  smoothing  plane. 

1 7.  Round  stick  with  plane  and  strip  of  sand 
paper. 

18.  Draw’  small  circles  on  ends. 

19.  Mark  off  shoulders  with  gauge. 

20.  Saw  down  shoulders,  do  not  saw  too  deeply. 

21.  Work  small  ends  with  chisel. 

22.  Finish  small  ends  with  file,  and  saw  to  //'  in 
t length. 


BRACKETS. 


1st 

block. 


2nd 

block. 


3rd 

block. 

4th 

block. 

5th 

block. 

6th 

block. 

7th 

block. 


I.  Plane  working  face,  and  mark  it. 

3 2.  Plane  tried  edge,  and  mark  it. 

3.  Plane  other  face. 

4.  Chamfer  corners  opposite  tried  edge,  use 
plane. 

5 Plane  both  ends  square. 

6.  Gauge  width  from  tried  edge  on  both  faces. 

7.  Mark  off  length  from  each  end  with  knife- 
line. 

8.  Mark  off  corners  with  knife-line. 

9.  Draw  curves. 

f 10.  Plane  width  to  gauge-line. 

3 11.  Saw  off  corners,  use  back-saw. 

12.  Saw  pieces  apart. 

j 13.  Plane  to  lines  on  top  ends. 

( 14.  Chisel  off  round  corners. 

1 15.  Lay  out  holes,  make  right  and  left, 

f 16.  Lay  out  mortises  on  both  pieces. 

17.  Lay  out  roller  slot  on  right  hand  bracket. 

18.  Saw^  mortises  and  roller  slot,  use  back  saw. 

$ 19.  Finish  out  mortises  and  slot  wnth  5/s"  chisel. 


Eighth  block  shows  mortise  in  process  of  making  also 
position  of  hole. 


SLED.  DIRECTIONS. 

Stock,  ^"xg/'x37",  s-  2 s->  Pine>  "x5  "xi2j4 ",  s.  2 s.,  Pine. 
^"xi3"x30",  s.  2 s.,  Pine  i"xi"xi3"  rough  Ash. 

Iron  corner  braces  are  furnished. 

Iron  shoes  will  be  supplied  at  cost  to  pupils  when  desired. 

1.  Plane  both  edges  of  large  " board  and  lay  off  both 
runners,  using  the  planed  edges  for  base  of  runners. 

2.  Saw  apart  and  finish  to  lines,  but  do  not  mark  or  cut 
dovetail  mortises. 

3.  Make  dovetail  braces  and  from  these  scribe  the  mortises 
in  the  runners. 

4.  Glue  and  nail  dovetail  braces  to  place. 

5.  Make  top  and  glue  and  nail  to  place. 

6.  Plane  the  ash  rod  in  the  same  manner  as  roller  in  Towel 
Roller. 

7.  Screw  on  iron  corner  braces. 

8.  Finish  with  shellac.  (No  shellac  to  be  used  inside). 

Detail  Drawings. 


66 


BOOK  RACK  no.  3. 


fltaigna  fijpi 


21  F.  FsMxrd&taij  . 

DIRECTIONS. 


BOOK  RACK  No.  3- 

Stock,  Whitewood  or  Hardwood. 

The  directions  for  this  are  practically  the  same  as  for  Book 
Rack  No.  2. 

No  Drawing. 

DART. 

Stock,  3/s"  Whitewood. 

A whittling  exercise. 

No  Drawing. 


DIRECTIONS. 


PEN  TRAY. 

Stock,  i"  X2"  x 12  " rough  Pine,  i"  x 3"  x 12"  rough  Gum, 
or  a greater  variety  and  a larger  number  of  pieces. 

1.  Plane  one  face  and  one  edge  of  pine  board. 

2.  Gauge  and  saw  off  one  strip  and  plane  to  gauge  line. 

3.  Plane  one  face  and  one  edge  of  Gumwood  board. 

4.  Gauge  and  saw  off  one  p2 " strip  and  plane  to  gauge 
line. 

5.  Glue  together  these  two  strips  and  proceed  as  above  to 
prepare  another  strip  which  may  then  be  glued  on.  The 
working  faces  should  be  held  as  evenly  as  possible  in  glueing 
and  should  all  be  on  one  side. 

6.  When  all  five  or  more  strips  are  glued  the  face  side 
should  be  carefully  leveled  with  the  smoothing-plane,,  the 


68 


thickness  gauged  and  the  opposite  face  (which  is  still  unplaned  ) 
planed  to  gauge  lines. 

7.  Draw  centre  line  and  mark  curves. 

8.  Gauge  sides  of  groove. 

9.  Gouge  curves  as  shown,  (do  not  use  mallet  or  hammer 
on  gouge.) 

10.  Scrape  with  swan-neck  scraper. 

11.  Gauge  and  plane  chamfer. 

12.  Clean  and  shellac. 

Note. — Test  semicircle  with  try-square  as  shown  in  sketch 
above. 

Drawing, — No  drawing  is  required  but  may  be  made  if  the 
teacher  decides  that  it  is  best. 


69 


DIRECTIONS. 

PAPER  RACK. 

Stock,  Y^"  and  y%"  Pine. 

1.  Prepare  stock  for  the  frame  of  back  D. 

2.  Join  as  shown  or  with  end  lap  joints. 

3.  Make  and  fasten  piece  C to  back  with  glue  and  nails. 

4.  Make  rails  B and  pickets  A for  front. 

5.  Fasten  A.  & B.  with  R.  H.  Brass  screws,  except  the 
first  and  last  pickets,  which  will  be  held  to  cleat  C by  1%"  R. 
H.  Brass  screws. 

6.  Clean  with  sand-paper  and  finish  with  shellac. 

General  drawing  as  shown. 


TO 


FOOT  rSTOOL. 


DIRECTIONS. 

FOOT  STOOL. 

Stock,  s.  2 s.  Pine. 

The  curved  outlines  of  the  sides  are  to  be  sawed  with  a turn- 
ing-saw, and  finish  with  with  file  and  sand-paper.  Each  side 
is  to  be  made  separately,  that  is,  one  side  is  not  to  be  used  as 
a template  in  laying  out  the  other  side.  This  rule  in  regard  to 
duplication  of  parts  should  be  insisted  upon  in  all  cases. 

The  bevel  is  to  be  used  in  planing  the  edges  of  the  top 
board,  1120  and  -68°  being  the  required  angles. 

A cover  of  carpet  may  be  supplied  by  the  pupil. 

Drawing  as  shown,  omiting  shading. 


71 


A hlgrrtffa  Ui'L 


J{  F S ea rcla  Zeij . 


Knife  box  no.  2. 


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7f  F.  23  e.a.i“cLsley . 


72 


DIRECTIONS. 

KNIFE  BOXES. 

Stock,  ^ s,  2 s.,  Pine. 

A choice  is  here  given  of  three  forms  of  knife  boxes,  all  hav- 
ing in  common  the  use  of  the  bevel  and  all  illustrating  a rabbeted 
joint. 

The  intention  is  to  have  each  pupil  lay  off  his  own  work  on 
a large  " board,  instead  of  giving  him  stock  cut  approximatly 
to  size,  thus  teaching  him  economy  in  the  use  of  material. 

The  teacher  and  not  the  pupil  is  to  make  the  selection  of 
the  design  to  be  used  by  the  entire  class. 

Drawing. 

Detail  drawings  as  shown  (no  perspective.) 


DIRECTIONS. 

PENCIL  BOX. 

Stock,  3/s"  s.  2 s..  Pine  or  Whitewood. 

The  teacher  will  prepare  the  necessary  directions  for  work 
The  J/"  pieces  are  to  be  planed  to  required  thickness  from  the 
3/s"  stock. 

Drawing. 

Same  as  above  omitting  perspective. 


/L.W.F.V*"*  Tie  / 

H F B e ards'/ej/ . 

DIRECTIONS. 

SUGAR  SCOOP. 

Stock,  2 X3"  x io " s.  4.  s.,  Birch,  or  several  pieces  glued 
together. 

1.  Draw  side  elevation  on  2"  face  of  block  and  saw  nearly 
to  lines. 

2.  Draw  plan  on  3"  or  top  face  of  block  and  saw  nearly  to 

lines  of  handle  leaving  sides  of  scoop  parallel  until  after  goug- 
ing is  finished.  . & 

3.  Gouge  inside  of  scoop  and  finish  with  scraper. 

4-  Complete  sawing  nearly  to  lines  of  top  view. 

5.  The  remainder  of  this  exercise  is  to  be  done  free-hand 
using  the  gauge,  knife,  spokeshave  and  file. 

6.  Remove  all  tool  marks  with  sand-paper  and  finish  with 
shellac. 

Noie.  Great  care  should  be  used  in  forming  the  curves 


75 


which  join  the  handle  and  scoop  as  the  tendency  is  to  make 
them  too  abrupt. 

Drawing. 

The  drawing  of  this  exercise  is  optional  with  the  teacher. 


76 


DIRECTIONS. 

GLOVE  BOX 

Stock,  ys"  Oak  or  other  Hardwood. 

1.  Prepare  stock  for  sides  and  ends  in  the  usual  way. 

2.  Mark  gains  and  cut  out  with  back  saw. 

3.  Fit  ends  to  sides  and  glue  together  being  careful  that 
box  is  square. 

4.  Prepare  top  and  base,  then,  after  trueing  the  edges  of 
box,  glue  top  and  base  in  position 

5.  Fill  and  finish  with  four  or  five  coats  of  shellac  rubbed 
down  with  pumice  stone  and  water. 

6.  Mark  “line  of  cover”  and  saw  apart. 

7.  Plane  away  saw  marks  and  fit  on  hinges  and  catch. 
Note. — A lining  of  colored  silk  or  satin  may  be  placed  in 

box  when  finished. 

General  Drawing  and  Section. 


77 


7?  T.  Meardstejj, 


78 


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JLegs,^  Lihc  This 

-*-w- 


Cover  t LiHtThis. 


$cale  f = /' 


JJes.LaTud.Lu  Grant  Beetle. 


82 


i 

1 r,  v/  A.  L — - — : Ils.s1a22.cd  t\u £«•«»/  R**h'r. 


This  form  is  more  difficult  of  construction  than  that  shown 
above.  Sheet  No.  2.  applies  to  both  these  drawings. 


83 


J\.  T.  23ea.rdaZejf. 


84 


jJEAW'ING  TABLE. 

f flcuret fun  inserted  i >1  L roomstich 


Tero  of  'this  US  JIG 
drcuai  ng,  ancl  one 
j"  longer. 


- 


n 

77 

Hco 

l_£ 

SN*‘ 


One  of  this. 


2 


n 


22’ 


-f- 


X 


jjJoLEjLOHA  He* 


One  of  this.  \k  or  slicing  post 


J3  RAWING  TABLE  / 


/doles  \h  Centres 
l s.  OuK 

o r of  three  pieces  gluedL  together . 


'.lj3  of  this  . fllade  of  Q_.  «S.  0u1\ 

. - +-L j.  »• ~ _ / V 


*1"^  ******  I *r^n 


/f  F Beard  si  eg- 


85 


TOOL  CHEST. 


Tu/o  of  C/ns  for  3 1 dca 
of  co  ire  i* 


Z7' 


"*  ■ ■ 7 

Hs T 


sc 


Not 

-X 


T u/o  of  this . 
Glue  tojet/ver  ancl  fit  on  'bottom*. 


End  incur  of  sides  and  ends 
Half 


/O 


d of  t his  Z9  Jong  for  side  ra.i  Iq  "Jl". 
4 of  this  / 6 " tong  for-  end  rails  'A". 


2.  of  t/ns  ZB'  lon^  for  Side  rails  1 8 
2 of  this  JG’tonff 


pr 

on  end  rai/s  S.  ^ 


fr 


-S eotion  of  Cover*. 


Taro  of  this  for*  * 
ends  oj  cover,  j 
* 6&*  — ^ / 

1^.1  ^ ^ » 


Section  shourinc 


nWiEiut^  nth 


/Sea  <e  3’>  12' 


position  of  top  rail. 


Election  of  panel- 


thi 


iki. 


rrflii.s.Zbsij7nrn 


I\  F Hearcls  ley 


86 


jFf.  F JB  e&.rd.3  lejj . 


F ■ 1}  tarda  l ey 


87 


CHIP  CARVING. 


/?  W 


J\.  F Bca-rclstej/ 


A T tliitumu  jjiSitgnu'i 


CHIP  CARVING. 


FL  F Aardtitj . 


88 


DESIGNS  for  CHIP  CABV1NG. 


JL)d  Evans  U el.  JJesiQns  of  GiJLarsot*  Boston. 

H F.  Beardsley 


89 


DESIGNS  ron  CHIP  CUPVING. 


FI  . jF7  J9ea>’c£s/eV- 


DESIGNS  ron  CHIP  CJJPVING. 


21  T 23  earcl'S  l ejf 


CHIP  C/WV/NG. 


Besigu  -of  Mr  Q . Larson  Boston,. 


J3  OW  ANB /UU~IQW\  NO  J 

v 


I — — — - — — i—  i—  t-4  — j — 4-0"  — 


^7 


-S"m 


.1 


— 18" 


Small  end 


T~7^i 

T 


to  receive  fea.ther  the 
glued,  together  again 


f fT 

^ S ectionAB ’ Section'CU 

to  he  $aurtx 


Hi-flNX  & A ohm  ft  on.  Nets. 


77  F Beardsley. 


92 


I 


JJFRIGN, 5 ron  CHIP  CARVING 


ic^ns  of  Gf  Larson  JBoslon  Fl uss 


H.F-  J3earctal«jf  . 


Designs  for  Equipment  of 
A Manual  Training  Shop. 


The  following  pages  are  devoted  to  designs  for  apparatus 
as  used  in  the  Grammar  Grade  Shops  of  the  Chicago  Public 
Schools. 


TWO  PUPIL  BENCH. 


DOUBLE  MANUAL  TRAINING  BENCH. 


) 


94 


95 


TEACHER'^  BENCH 


TTi 

— 

o ooiol 

?o  o 

— / J* 

r: 

3 

‘J- 

22 

T_ 

Jo 

1 

1 1 i 

^ rr 

i H ) 

u 

l Bt 

L 1 

JJ  rawer  R 


'4> 

* 5* 

« e * 

-pp,C 

- 

CO£. 

*o  * 

V 

. ^ 

** 

t A 

The  tofs  to  he.  made,  of  alternate  strips  of  cheery  ancl 
maple  g lued  and  doweled  tog et /ten.  Strips  to  he 
Elaine  to  he  made  of  Ash- 
Each  drawer  to  he  fitted  with  B.  heairg  brass  drawer 
fiulis  and  one  Corhm  loch  N0.0Gd4  to  f it  master*  hey  of 
pupil's  he  ovcl) . Also  a hi \e  loe/\  on  door* 

Finish  as  pen  specification  of  pupils  bench 
Supply  each  he  nth  with  one  NO  40  Poles'  Rajiid 
Acting  Vise,  and  one  do.  N0\  35  Vise  / 

Rear,  space  behind  tool  ra eh,  and,  end  to  he  wcunscout 


d,  dtfcma  O&L 


]J  rawer  H. 


J-f  P R eardsley 

POSITION  of  TOOLS  on  TEACHES ’S  BENCH. 


A ilfirT  g r urn 


JR . E Beards  le_y . 


96 


FOUR- PUPIL  PRIMARY  BENCH. 


SIX -PUPIL  PRIMARY  BENCH. 


H F 13 earc/sley 


5TR0P. 


m 


I 

\j£  er  vBeltiny 

\j£  t uecl(fa.cc\sike.  \ 
ou.tJ  on  to  \ K }.\  | 
W"X  2k\X  i'  U/tern 
hlocA, 

!»' " 


a MEwamiMsL 


BENCH  HOO/f. 


9 1 


MaJ]c  of  hard  tnafslt 
deals  to  &€■  dourellect 
and  lued. 

/iWi  u/it/x  tu/o  coats 
of  white  skcllaCf. 


f{  F Heards  ley 


BffRWlNG  BO  RUB. 


ill  Bel 


B.  I7.  J3ea.rdsZei/. 


B B JS  eat-ci  s i-ey 


99 


TOOL  CABINET  SHEET  HO.  /. 


7W,  Win.  P.  Haut  faff  naauuiuc. 


7?  T’  73 ca-rcl^ley 


100 


5 


B T Beards  tey 


THILL  CABINET  SHF.ET  STD  4 


A 

a 

A 

£ 

i ” Swinging 
lslcch  with  30 
holes  foi-  punch* 

1 

T 

Scale  /!  Jb'ije 


a 

£ 

2 

s 

0 

e 

•0 

> 

5 

ni 

Alb  parhons  tit  drawers  are  made  oj;  usfi*  l e weed 


K 

o 

s 

A 

*> 

<$ 

5* 

A 

k 

£ 

3 

II •ra*T-r 1 

■4 

e 

1 

Is  u ur  a Lades  • 

6 JJ  rawe  r. 


Si  rips,  i'yif". 


M,V.£.k&A±.  All 


S-  f Beard  s L e if 


J3  tlmiin  Muifiktn 


II.  jT  B earclsicy 


102 


F.  fie.a.rclslejj 


103 


Courses  of  Study. 

The  following  are  examples  of  courses  of  study  arranged 
with  the  idea  of  consecutive  advance  in  tool  practice.  The 
ideas  of  self  expression  or  coordination  are  considered  in  only 
a superficial  manner. 

Four  Year  Course, 

Begining  in  Fifth  Grade.  Page. 

1.  Plant  Label,  No.  i.  or  No.  2 10-12 

2.  Pencil  Sharpener  No.  1.  or  No.  2 10-12 

3.  Twine  Winder 10-12 

4.  Match  Scratcher 13 

5.  Bracket  Shelf 13 

6.  Corner  Shelf 13 

7.  Round  Mat 17 

8.  Mat  No.  2 „ 15 

9.  Blotter 17 

10.  Match  Safe  No.  4 15 

11.  Envelope  Opener 15 

12.  Pen  Rack 17 

13.  Photograph  Frame _ 23 

14.  Kite  (if  in  season) 20 

15.  Key  Rack 21 

16.  Envelope  Case - 19 

17.  Coat  Hanger 21 

18.  Paper  Knife  No.  1 or  No.  3 24-25 

19.  Pen  Holder 26 

20.  Nail  Box  No.  1 * 3° 

21.  Whisk  Broom  Holder  No.  1,  or 

Comb  and  Brush  Pocket  No.  2 32~34 

22.  Book  Rack  No.  1 36 


104 


Page. 

23.  Brack  Shelf 38 

24.  Tipcat  and  Bat 43 

25.  Sand  Paper  Block  or  Blotting  Pad 45 

26.  Picture  Frame  No.  3 48 

27.  Salt  Box 51 

28.  Whisk  Broom  Holder  No.  2 53 

29.  Hat  Rack,  or  Weather  Vane  No.  1 56—57 

30.  Towel  Roller 59 

31.  Sled • 65 

32.  Pen  Tray  6 7 

33.  Knife  Box . 71-72 

34.  Pencil  Box 73 

35.  Picture  Frame  No.  2 48 

36.  Inlaid  Hat  Rack 77 

37.  Sugar  Scoop 74 

38.  Glove  Box 76 

39.  Window  Box Not  shown 

40.  A choice  of  Tables,  Tabourets,  Tool  Chest,  or 

Cabinet See  Index 

Three  Year  Course, 

Beginning  in  Sixth  Grade. 

1.  Plant  Label,  No.  1.  or  No.  2. . 10-12 

2.  Pencil  Sharpener,  No.  1 or  No.  2 10-12 

3.  Twine  Winder ....  10-12 

4.  Match  Scratcher 13 

5.  Bracket  Shelf 13 

6.  Round  Mat 17 

7.  Blotter 17 

8.  Match  Safe  No.  4 15 

9.  Envelope  Opener 15 

10.  Pen  Rack 17 

11.  Kite  (if  in  season) 20 

12.  Key  Rack 21 


105 


Page. 

13.  Envelope  Case 19 

14.  Coat  Hanger 21 

15.  Paper  Knife  No.  1.  or  No.  3 24-25 

16.  Nail  Box,  No.  1 30 

17.  Bracket  Shelf 38 

18.  Tipcat  and  Bat 43 

19.  Sand  Paper  Block,  or  Book  Rack,  No.  2 45 

20.  Picture  Frame  No.  3 48 

21.  Salt  Box 51 

22.  Whisk  Broom  Holder,  No.  2 53 

23.  Towel  Roller 59 

24. '  Sled 65 

25.  Pen  Tray 67 

26.  Knife  Box 71-72 

27.  Inlaid  Hat  Rack 77 

28.  Sugar  Scoop 74 

29.  Window  Box Not  shown 

30.  A Choice  of  Tables,  Tabourets,  Tool  Chest  or 

Cabinet See  Index 

Two  Year  Course, 

Beginning  in  Seventh  Grade. 

1.  Plant  Label  No.  1,  or  No.  2 10-12 

2.  Pencil  Sharpener,  No.  1,  or  No.  2 ---- 10-12 

3.  Twine  Winder 10-12 

4.  Match  Scratcher 13 

5.  Round  Mat l7 

6.  Envelope  Opener lS 

7.  Pen  Rack l7 

8.  Kite  (if  in  season) 20 

9.  Envelope  Case l9 

10.  Coat  Hanger ----  21 

11.  Paper  Knife  No.  1,  or  No.  3.--- 24-25 

12.  Tipcat  and  Bat 43 


106 


Page. 

13.  Book  Rack  No.  2 47 

14.  Picture  Frame  No.  3 48 

15.  Whisk  Broom  Holder  No.  2 53 

16.  Towel  Roller. 59 

17.  Sled 65 

18.  Pen  Tray 67 

19.  Sugar  Scoop  77 

20.  A choice  of  Tables,  Tabourets,  Tool  Chest  or 

Cabinet __See  index 

One  Year  Course, 

Begining  in  Eighth  Grade. 

1.  Twine  Winder 10-12 

2.  Round  Mat 17 

3.  Match  Safe,  No.  4 * 15 

4.  Envelope  Opener 15 

5.  Envelope  Case 19 

6.  Coat  Hanger 21 

7.  Paper  Knife,  No.  1,  or  No.  3 24-25 

8.  Nail  Box,  No.  1 30 

9.  Tipcat  and  Bat 43 

10.  Picture  Frame,  No.  3,_„, 48 

11.  Towel  Roller 59 

12.  Sled_  _ 65 


107 


Coordination. 

The  following  is  a tentative  course  of  Study  for  Manual 
Training  classes  arranged  in  accordance  with  the  idea  of 
coordination  with  the  class  room  work. 

EIGHTH  GRADE.* 

September  a?id  October. 

i.  Weather  Vane:  2.  Box  Kite:  Study,  weather  maps, 

winds,  clouds,  evaporation,  condensation,  radiation,  tem- 
perature. - 

November  and  December. 

1.  Sled:  (to  be  finished  before  December  25th).  Study , 
rain,  snow,  barometer,  modes  of  locomotion  and  the  develop- 
ment of  transportation  facilities.  Describe  life  in  a logging 
camp,  and  methods  of  felling,  transporting  and  converting 
timber. 

SEVENTH  GRADE. 

September  and  October. 

Bow  and  Arrow:  Study , primitive  man  and  his  weapons, 

and  the  development  and  growth  of  arms  and  armament.  In 
connection  with  feathering  the  arrow,  study  birds,  their 
plumage  and  flight.  Also  study  the  mathematics  of  projectiles 
within  the  comprehension  of  the  pupils,  and  the  laws  of  gravity 
and  falling  bodies. 

November  and  December. 

Loom:  Study , textiles,  animal  and  vegetable  fibres,  bi- 

products of  wood. 

Compass:  Study  latitude  and  longitude,  static  and  dynamic 

electricity,  magnetism,  (illustrate  by  experiment.) 


108 


SIXTH  GRADE. 

September. 

Octagonal  Mat:  (Ornamented  with  a leaf  stamped  with  a 

carving  punch.) 

Study  direction  and  relation  of  lines,  angles,  polygons,  etc., 
(see  course  of  study  p.  p.  17.) 

In  connection  with  the  leaf  ornament,  teach  as  per  course 
of  study  p.  p.  28. 

October. 

Letter  Opener:  (chip-carving  ornamentation.) 

Study , distribution  of  mail,  the  use  and  meaning  of  stamps, 
taxes,  postal  regulations,  etc. 

Teachers  should  thoroughly  prepare  themselves  to  present 
the  topics  under  the  head  of  study,  in  a clear  and  attractive 
form.  In  order  to  better  understand  the  working  of  such 
related  constructive  courses,  and  to  more  fully  develop  this 
system,  each  teacher  is  requested  to  give  the  course  here  shown 
to  one  class  in  each  grade  during  the  present  year,  and  to  still 
further  develop  it  to  cover  the  entire  school  year. 


A BIBLIOGRAPHY  OF 


Manual  Training 

Prepared  by  The  American  Manual  Training  Association 


History  and  Theory. 


Adler,  Felix Moral  Instruction  of  Children. 

New  York,  Appleton,  1892.  Pp.  270. 

Bamberger,  G Education  of  Head  and  Hand. 

Chicago,  Flanagan,  1891.  Pp.  116. 


“ Industrial  Training.”  A Report 


New  York,  Bruno,  1885.  Pp.  11. 

Banes,  C.  H Manual  Training  and  Apprenticeship 

Schools  in  1890. 

Philadelphia,  Buchanan,  1890. 

Barnard,  W.  T Report  on  Technical  Education. 

Baltimore,  Friedenwald,  1887.  Pp.  70. 


Belfield,  H.  H._.  .Manual  Training  and  the  Public  Schools. 

Educational  Monographs,  V.  1,  No.  1.  New 
- York,  1888. 


Blake,  J.  V Manual  Training  in  Education. 

Chicago,  Kerr,  1886.  Pp.  83. 

Browne,  J C Handcraft. 

Educational  Monographs,  V.  3,  No.  5,  New 
York,  1890. 

Bryant,  G.  H __The  Exercise  vs.  The  Complete  Model 

System. 

Proceedings  American  Manual  Training 
Association,  1897. 

Butler,  N.  M Argument  for  Manual  Training. 

New  York,  Kellogg,  1888. 


no 


Calder,  F.  L Practical  Cooking  in  Elementary  Schools. 

(See  International  Conference  on  Education, 
V.  2,  Pp.  171-184.  London,  Clowes,  1884.) 

Gilman,  D.  C .Plea  for  the  Training  of  the  Hand. 

Educational  Monographs,  V.  1,  No  1,  New 
York,  1888. 


Gotze,  Woldemar  .Hand  and  Eye  Training. 

London,  Newmann,  Pp.  229. 

Germain,  V.  J.  On  the  Teaching  of  Domestic  Economy 

and  Needlework. 

(See  International  Conference  on  Education 
V.  2,  Pp.  334-346.  London,  Clowes,  1884.) 

Ham,  C.  H.  Manual  Training.  The  Solution  of  Social 

and  Industrial  Problems. 

New  York,  Harper,  1886.  Pp.  403. 

Co-Education  of  Mind  and  Hand. 

Educational  Monographs,  V.  3,  No.  4,  New 
York,  1890. 

Harris,  W.  T.._  ___The  Intellectual  Value  of  Tool  Work,  and 

The  Educational  Value  of  Manual  Train- 
ing. 

Government  Printing  Office,  Washington, 
1890. 

Hughes,  J.  L Educational  Advantages  of  Manual  Train- 

ing. 

Proceedings  American  Manual  Training 
Association,  1897. 

Industrial  Education. 

Eighth  Annual  Report  of  the  Commissioner 
of  Labor.  Washington,  1892.  Pp.  707. 

Jacobson,  Augustus.  Higher  Ground. 

Chicago,  McClurg,  1888.  Pp.  251. 

Klemm,  L.  R. European  Schools. 

New  York,  Appleton,  1889. 

Larsson,  Gustaf Sloyd  for  American  Schools 

J 

Boston,  Sloyd  Training  School. 

The  Origin  and  History  of  the  Sloyd  in 
Sweden. 

Proceedings  American  Manual  Training 
Association,  1897. 


Ill 


Leland,  C.  G Practical  Education. 

London,  Whittaker,  1888.  Pp.  280. 

Lord,  Emily Sloyd  as  a means  of  Teaching  the  Essen- 

tial Elements  of  Education. 

London,  Cassell,  1888. 


MACALLISTER,JAMES-Manual  Training  in  the  Public  Schools  of 

Philadelphia. 

Educational  Monographs,  V.  3,  No.  2.  New 
York,  1890. 

McArthur, ARTHUR-Education  in  its  relation  to  Manual  In- 
dustry. 

New  York,  Appleton,  1886.  Pp.  393. 

Magnus,  Sir  Philip. Industrial  Education. 

London,  Paul,  1888.  Pp.  271. 

Manual  Training. 

Address  before  National  Association  of 
Manual  Training  Teachers,  London, 
Whittaker,  1894.  Pp.  21. 

Manual  Training  and  Industrial  Education. 

Report  of  a Commission  appointed  by  the 
Governor  of  Massachusetts,  1893.  Pp.  320. 

Marenholtz  Bulow,  Bertha  Von — School  Workshop. 

Syracuse,  N.  Y.  Bardeen,  1892.  Pp.  27. 

Meath,  Earl  of,  Editor — Prosperity  or  Pauperism. 

London,  Longmans,  1888.  Pp.  342. 

Moss,  J.  F. .Workshop  Instruction  in  Elementary, 

Higher  and  Evening  Schools. 

(See  International  Conference  on  Education, 
V.  2,  Pp.  24-33.  London,  Clowes,  1884.) 

National  Education  Association — Papers. 


New  York,  Holmes,  1884-1897. 

Adler,  Felix .Technical  and  Art  Education  in  Public  Schools. 

1884.  p.  308-319. 

Baker,  J.  H Report  on  Exhibits  from  Manual  Training  Schools. 

1887.  p.  686-691. 

Bennett,  C.  A ..^Esthetic  Principle  in  Manual  Training.  1896.  p. 

786-790. 


Manual  Training  from  the  Kindergarten  to  the 
High  School,  1892.  p.  449-4^. 


112 


Booth,  E.  R Philosophy  of  Manual  Training.  1895.  p.  720- 

73i. 

Bradley,  J.  E. Influence  of  Manual  Training  on  Habits  of 

Thought.  1892.  p.  663-671. 


Manual  Training  in  Grammar  Grades.  1890.  p. 
834-842. 


Buchanan,  J.  R Moral  Influence  of  Manual  Training.  1883.  p. 

37-46. 

Calkins,  N.  A Course  of  Manual  Training  in  Primary  Classes, 

1890.  p.  828-834. 

Carroll,  C.  F Manual  Training  and  the  Course  of  Study.  1896. 

p.  778-786. 

Carter,  C.  M Manual  Training  through  Industrial  Drawing. 

1886.  p.  443-357- 

Clute,  Oscar The  Head  and  the  Hand.  1897.  p.  734-742. 

Crawford,  T.  0 Educational  Power  of  Manual  Training  in  our 

Grammar  Schools,  1888.  p.  570-583. 

Fairchild,  G.  L Some  Limitations  in  Industrial  Training.  1888. 

P-  549-555* 

Fay,  L.  A Practical  Methods  of  Instruction.  1887.  p.  206- 

211. 

Goss,  W.  F.  M Outline  of  Technical  Work  for  a Manual  Training 

School,  1885.  p.  263-274. 


Hailmann,  W.  N Manual  Training  in  the  Elementary  School.  1890. 


p.  842-850. 

Ham,  C.  H Educational  Value  of  Manual  Training.  1888.  p. 

259-262. 

Haven,  C.  Relation  of  the  Kindergarten  to  Manual  Training. 

1892.  p.  443-448. 


Hoffman,  Paul Manual  Training  in  New  York  City  Schools.  1892. 

p.  471-474. 

Hoyt,  J.  E Manual  Training  in  the  Public  Schools  of  the 

Smaller  Cities.  1896.  p.  768-777. 

Jacobson,  AuGUSTUS-Layman’s  View  of  Manual  Training.  1884.  p. 

293-308. 


James,  H.  M Influence  of  Manual  Training  in  Elementary- 

Schools.  1890.  p.  850-858. 

Kedzie,  N.  S.  Need  of  Manual  Training  for  Girls.  1896.  p. 

756-760. 

Keyes,  C.  H Modifications  of  Secondary  School  Courses  most 

demanded  by  the  Conditions  of  to-day.  1895. 
P-  731-741. 

Kovalevsky,  E.  DE.Manual  Training  in  Russia.  1893.  p.  604-605. 

Larsson,  Gustav  — Sloyd  for  Elementary  Schools  contrasted  with  the 

Russian  System  of  Manual  Training.  1893. 
p.  599-603. 

Larkins,  C.  D.  The  Effects  of  Manual  Training.  1895.  p.  748- 

752. 

Leipziger,  H.  M Education  as  affected  by  Manual  Training.  1892 

p.  439-443- 

Progress  of  Manual  Training.  1894.  p.  877-880. 

Magoun,  G.  F. Manual  Education  from  the  Other  Side.  1886 

p.  484-497- 

McLouth,  Lewis Some  Definitions.  1894.  p.  745-749. 

Miller,  J.  C Drawing — Its  Relation  to  Manual  Training  and 

the  Industrial  Arts.  1894.  p.  872-876. 

Northrop,  B.  G Industrial  Education  in  the  South.  1889.  p. 

628-633. 

Ordway,  J.  M ...Handwork  in  the  School.  1884.  p.  319-336. 

Parker,  W.  D Some  Possible  Relations  of  Normal  Schools  to 

Manual  Training.  1897.  p.  749752. 

Pedagogical  Value  of  the  School  Workshop.  1886.  p.  305-317. 

Place  Manual  Training  should  occupy  in  a System  of  Public  Schools. 

1887.  P-  196-205. 

Pinney,  M.  A. Plea  for  the  Systematic  Extension  of  Industrial 

Training  from  the  Kindergarten  to  Grammar 
Schools.  1895.  p.  753-759. 

Powell,  W.  B Manual  Training  between  the  Employments  of 

the  Kindergarten  and  those  of  the  Grammar 
Schools.  1892.  p.  672-681. 

Industrial  and  Manual  Training  in  the  School 
Course.  1893.  p.  606-613. 


114 

Pratt,  R.  H Industrial  Training  as  Applied  to  Indian  Schools. 

1895.  p.  759-764. 

Report  upon  Classification,  Nomenclature  and  Practical  Details  of 
Manual  Training,  1890.  p.  761-785. 

Report  on  Exhibits  from  Manual  Schools  at  the  Chicago  Educational 
Exhibition,  1887.  p.  678-692. 

Richards,  Zalmon.. Relation  of  Industrial  to  Intellectual  and  Moral 


Training  in  our  Public  Schools.  1888.  p. 
563-569. 

Robinson,  A.  R Industrial  Education  a Necessity  of  the  Times. 

1895.  p.  741-746. 

Runkle,  J.  D Introductory  Address.  Congress  of  Industrial  and 

Manual  Instruction.  1893.  p.  592-594. 

STSSON,  E.  O Mental  Results  from  Manual  Training.  1897.  p. 

742-747. 

Tadd,  J.  L Manual  Training  Methods  in  Philadelphia  Public 

Schools.  1894.  p.  886-891. 

Thompson,  S.  R. Report  of  Progress  of  Industrial  Education.  1885. 

p.  248-257.  1888.  p.  556-562. 

Trybom,  J.  H._ Sloyd  as  an  Educational  Subject.  1892.  p.  451- 

461. 

Walker,  F.  A Manual  Training  in  Urban  Communities.  1887. 

p.  196-205. 

Walters,  J.  D Ways,  Means  and  Maxims  in  Manual  Training. 

1889.  p.  621-628. 

White,  F.  J. Physical  Effects  of  Sloyd.  1896.  p.  760-766. 

Wolverton,  N. Manual  Training  and  its  Place  in  the  Educational 

System  of  Ontario.  1891.  p.  752-757. 


Woodward,  C.  M.  _ .Discussion  of  the  French  System  of  Industrial  and 

Manual  Instruction.  1893.  p.  597-599. 

Function  of  an  American  Manual  Training 
School.  1882.  p.  140-157. 

The  Function  of  the  Public  School.  1887.  p. 
212-224. 

Manual  Training,  1883.  P-  84-99. 

New  Demands  upon  Schools  by  the  World’s  In- 
dustries. 1893.  p.  594-597. 


* 


115 


X 


Organizations  and  Plans  for  Manual  Training 
Schools.  1894.  p.  876-877. 

Relation  of  Manual  Training  Schools  to  Technical 
Schools.  1893.  p.  583-389. 

The  Teacher  of  Tool  Work.  1891.  Pp.  749-752. 

New  England  Conference  of  Educational  Workers. 


Conference  on  Manual  Training. 

Boston,  Ellis,  1891. 

CONTENTS. 

Richards,  R.  H Manual  Training  as  an  Inspiration  to  Mental 

Development. 

Woodward,  J,  E Sloyd. 

Enebuske,  C.  J The  Relation  of  Slyod  to  Gymnastics. 

Adler,  Felix -The  Educational  Value  of  Manual  Training  in  the 

Public  Schools. 

Boyden,  A.  G What  is  Manual  Training  ? 

James,  E.  J The  Kindergarten  and  the  Public  School. 

Bailey,  H.  T .Color. 

Larned,  C.  W The  Language  of  Form. 

Richards,  C.  R Means  and  Methods  of  Manual  Training. 

Kilbon,  G.  B Manual  Training  in  Springfield. 

Jones,  D.  W Manual  Training  as  an  Auxiliary  in  the  Formation 

of  Intellectual  Habits. 

Patten,  S.  N. The  Value  of  Education  Relatively  to  the  Con- 

sumption of  Wealth. 

Runkle,  J.  D The  Origin  of  Mechanic  Art  Teaching:  Its  Intro- 

duction into  this  Country. 

And  a number  of  addresses. 


Palmer, Courtlandt  New  Education:  Manual  Training  an  In- 

dispensible  Department. 

New  York,  Gramercy  Park  School,  1885. 

Pp.  24. 

Report  of  the  Commission  on  Industrial  Education,  made  to 
the  Legislature  of  Pennsylvania. 

Harrisburg,  1891.  Pp.  592. 

Report  of  the  Commission  on  Manual  and  Practical  Instruction 
in  Primary  Schools  under  the  Board  of  National  Education 
in  Ireland. 


Dublin,  Thom,  1897. 


116 


Richards,  C.  R.  and 
Public  Schools. 

Richards,  E.  H 

RunklEj  J.  D 

Sackett,  H.  S. 

Salicis,  G.  A. 

Salomon,  Otto 

Schmitt,  E 

Schoenhof,  Jacob  __ 

Seidel,  Robert 


O’Neil,  H.  P. — Manual  Training  in  the 

Educational  Monographs,  V.  3,  No.  1.  New 
York,  1890. 

Manual  Training  for  Girls. 

Proceedings  American  Manual  Training 
Association,  1897.* 

Report  on  Industrial  Education. 

Boston,  Brown.  Pp.  34. 

Manual  Element  in  Education. 

Boston,  Rand,  1882.  Pp.  72. 

The  Value  of  Sewing  in  Manual  Training 
High  Schools. 

Proceedings  American  Manual  Training  As- 
sociation, 1897. 

Manual  Training  in  France. 

Educational  monographs,  V.  3,  No.  3.  New 
York,  1890. 

Enseignment  du  Travail  Manuel. 

(In  Musee  Pedagogique.  Memoires  et  docu- 
ments scolaires.  Fascicule  No.  33.  Paris. 
Imprimerie  Nationale.  1889.) 

Theory  of  Educational  Sloyd. 

Boston,  Silver,  1896.  Pp.  150. 

Sloyd  in  the  Service  of  the  School. 

Educational  Monographs,  V.  1,  No.  6,  New 
York,  1888. 

La  Pedagogie  du  Travail  Manuel. 

Paris,  Picard,  Pp.  160. 

Industrial  Education  in  France. 

Pt.  I Technical  Education  in  France. 

Washington,  Gov’t.  Printing  Office,  1888. 
Pp.  136. 

Industrial  Instruction,  a Pedagogic  and 
Social  necessity. 

Boston,  Heath,  1887.  Pp.  160. 


117 


Sluys,  A Manual  Training  in  Elementary  Schools 

for  Boys. 

Educational  Monographs,  V.  2.  Nos.  1-2. 
New  York,  1889. 

Teegan,  T.  H Technical, Industrial  and  Commercial  Edu- 

cation in  France. 

London,  Simpkin,  1891. 

Thornton,  J.  S Manual  Training  in  Germany. 

London,  Laurie,  1891.  Pp.  8. 


United  States  Bureau  of  Education. 

Art  and  Industry:  Education  in  the  Industrial  and  Fine  Arts  in  the 
United  States.  Clarke,  I.  E.  3 Vol.  Washington,  1885-1897. 

CONTENTS. 

V.  1.  Drawing  in  the  Public  Schools. 

V.  2.  Industrial  and  Manual  Training  in  the  Public  Schools. 

V.  3.  Industrial  and  Technical  Training  in  Voluntary  Associations  and 
endowed  Institutions. 

Industrial  Education  in  the  United  States.  Washington,  1883.  Pp.  319 

Reports  of  Commissioner.  Washington,  1887-1896. 

Aesthetic  Element  in  Manual  Training.  1895-1896.  Pp.  1323-1325. 
Exhibit  of  Results  of  Manual  Training.  1892-1893.  Pp.  569-575. 
Fellenberg  or  Manual  Labor  Movement.  1891-1892.  Pp.  506-510. 
Limitations  to  Artistic  Manual  Training.  1895-1896,  Pp.  1325-1326. 
Manual  Training  (Germany).  1889-1890.  Pp.  1209-1212. 

Manual  and  Industrial  Training.  1887-1888.  Pp.  825-910.  1 888- 

1889.  Pp.  411-428.  1889-1890.  P.  1148. 

Relation  of  Manual  Training  to  Art  Education.  1895-1896.  Pp. 
1321-1322. 

Rise  and  Progress  of  Manual  Training.  1893-1894.  Pp.  877-950. 
Statistics  of  Manual  Training  Schools.  1888-1889,  Pp.  1362-1367. 
1889-1890,  Pp.  1351-1357.  1891-1892,  P.  1197.  1893-1894,  Pp. 

2093-2169.  1894-1895,  P.  2170. 

Technical  and  Artizan  Education  in  Russia.  1890-1891.  Pp.  242- 

253- 

Technical  Instruction  in  Great  Britain.  1891-1892.  Pp.  105-138. 
Technical  and  Industrial  School  (Belgium).  1892-1893.  Pp.  186- 
188. 

Technical  and  Sloyd  Training.  1895-1896.  P.  989. 

Training  in  Sloyd.  1891-1892.  Pp.  427-429. 

Typical  Institutions  offering  Manual  or  Industrial  Training.  1895- 
1896.  Pp.  1001-1152. 


118 


Woodward,  C.  M Educational  value  of  Manual  Training. 

Boston,  Heath,  1890.  Fp.  100. 

Manual  Training  School. 

Boston,  Heath,  1887-  Pp.  366. 

Manual  Training  in  Education. 

New  York,  Scribner.  1891.  Pp.  300. 

Manual  Training  Schools. 

(See  International  Conference  on  Education. 
V.  2,  Pp.  52-68.  London,  Clowes,  1884.) 
Meaning  and  Value  of  Mannual  Training. 
St.  Louis.  1897.  Pp.  25. 

Rise  and  Progress  of  Manual  Training. 

Report  of  Commissioner  of  Education.  1893- 
1894.  Pp.  877-950. 

METHODS  AND  MANUALS. 

Andren,  Miss Sloyd  Models. 

London,  Newmann,  1896,  48  sheets. 

Annual  Report  Committee  on  Manual  Training. 

Boston,  School  Document,  No.  18.  1897. 

Barter,  S Manual  Instruction;  Woodwork. 

London,  Whittaker,  1892.  Pp.  343. 

Berlin  Course  of  easy  Woodwork. 

London,  Newmann,  1895.  Pp.  47  and  11 
plates. 

Bevis,  A.  W Practical LessonsinElandandEyeTraining. 

London,  Newmann,  1895,  3 V.  Pp.  66.  each. 

Broughton,  Mrs.  J. .Practical  Dressmaking  for  Students  and 

Technical  Classes. 

London,  Macmillan,  1897.  Pp.  190. 

Bruhns,  Alois Die  Schulwerkstatte  in  Ihrer  Verbindung 

mit  dem  Theoretischen  Unterrichte. 

Vienna,  Holder,  1895.  Pp.  69  and  32  plates. 

Carter  and  Roosevelt — Manual  Training  for  Eight  Years. 

Denver.  State  Superintendent  of  Public 
Instruction,  1898.  Pp.  85. 


119 


Coquelin,  M. Necessaire  de  Travail  Manuel. 

Paris,  Larousse.  Pp.  46, 

Compton,  A.  G First  Lesson  in  Woodworking. 

New  York,  Ivison,  1888.  Pp.  188. 

Cutler,  C.  F Primary  Manual  Training. 

Boston,  Educational  Publishing  Co.,  1891. 


Dauzat  and  Deramond — Les  Travaux  Manuels  a V Ecole  Pri- 

maire. 

Paris,  Picard.  Pp.  144. 

Daujat  and  Dumont — Cours  Normal  des  Travaux  Manuels. 

Paris,  Larousse.  Pp.  320. 

Degerdon,  W.  E.__The  Grammar  of  Woodwork. 

London,  Macmillan,  1892.  Pp.  44. 

Dumont  and  PHiLLiPON_Guide  Pratique  des  Travaux  Manuels. 


Paris,  Larousse,  n.  d.  Pp.  219. 

Faivre,  Emile Enseignement  du  Travail  Manuel. 

Paris,  Hachette,  1887.  Pp.  115. 

Goss,  W.  F.  M Bench  Work  in  Wood. 

Boston,  Ginn,  1888.  Pp.  161. 


Goteborgs  Folkskolors  Modellserie  for  Traslojd. 

Gothenburg,  1891. 

Folkskolors  Modellserie  for  Metallslojd. 

Gothenburg. 

Gotze,  WoLDEMAR__Manual  Training  made  serviceable  to  the 

School. 

London,  Newmann.  Pp.  157. 

Leipzic  Series  of  Sloyd  Diagrams. 

London,  Newmann. 

Handfertigskeitsvorlagen  der  Leipziger 
Schulerwerkstatt. 

Leipzig. 

Schulhandfertigkeit. 

Leipzig,  Hinrichs,  1894.  Pp.  82 

Handbook  for  Sewing  Teachers. 

New  York,  Whittaker,  1893.  Pp.  128. 


120 


Hapgood,  O.  C School  Needlework. 

Boston,  Ginn.  Pp.  244. 

Heaton,  William.  .Manual  of  Cardboard  Modelling. 

London,  Newraann,  1894.  Pp.  164. 

Hewitt,  William..  A Graduated  Course  of  Simple  Manual 

Training  Exercises  for  Educating  the 
Hand  and  Eye. 

London,  Longmans,  1893.  Pp.  229. 

Hinckley,  F.  A, Woodwork  in  the  Common  School. 

Springfield,  Bradley,  1895.  Pp.  126. 

Hoffman,  B.  B The  Sloyd  System  of  Woodworking. 

New  York,  American  Book  Co.,  1892.  Pp. 
242. 

Hudson  and  CooKE.Educational  Woodwork. 

London,  Newmann,  1896.  Pp.  62. 

Cardboard  Modelling. 

London,  Newmann,  1896.  Pp.  29. 

jAYandKiDSON Exercises  for  Technical  Instruction  in 

Woodworking. 

London,  Longmans,  1892. 

Johansson,  Alfred. Practical  Directions  for  Making  the  High 


School  Series  of  Sloyd  Models. 

London,  Phillips.  Pp.  58. 

Johnson,  C.  F Progressive  Lessons  in  Needlework. 

Boston,  Heath.  Pp.  132. 

Jones,  Emily A Manual  of  Plain  Needlework  and  Cut- 

ting Out. 

London,  Longmans,  1891.  Pp.  112. 

Jully,  M.  A Le  Travail  Manuel  a PAtelier  Scolaire. 

Paris,  Belin,  1894.  Pp.  284. 

Le  Travail  Manuel  a PEcole  Primaire. 
(Classes  sans  ateliers.) 

Paris,  Belin,  1894.  Pp.  262. 


JuLLYandRocHERON.Lecons  Technique  a PAtelier  Scolaire. 

Paris,  Belin,  1894.  Pp.  194. 


121 


Kalb.  Gustav First  Lessons  in  Hand  and  Eye  Training. 

Translated  from  the  German. 

London,  Newmann,  1893.  Pp.  143. 

Kilbon,  G.  B Knife  Work  in  the  School  Room. 

Springfield,  Bradley,  1891.  Pp.  193. 


Elementary  Woodwork. 

Boston,  Lee,  1893.  Pp.  99. 

Kirkwood,  L.  J Sewing  Illustrated. 

New  York,  American  Book  Co.  1881. 

Larsson,  Gustaf Teachers’  Sloyd  Manual. 

Boston,  Mudge,  1890.  Pp.  50. 

H andwork  of  Geometric  Wood  Carving. 

New  York,  Kellogg,  1895.  Pp.  32. 

Working  Drawings  in  Sloyd. 

New  York,  Kellogg. 

Laubier  and  Bougueret — Le  Travail  Manuel  a l’Ecole  de  la 


Rue  Tournefort. 

Paris,  Hachette,  1888.  Pp.  39  and  19  plates. 

Leblanc,  Renk L’Enseignement  Manuel. 

Paris,  Larousse,  n.  d.  Pp.  224. 

Love,  S.  G Industrial  Education,  a Guide  to  Manual 

Training. 

New  York,  Kellogg,  1887.  Pp.  306. 

Lyonnet,  Henri Travail  Manuel. 

Paris,  Baudry,  1889.  Pp.  100. 

Martin,  P.  M Cours  de  Travail  Manuel. 

Paris,  Colin,  1894.  Pp.  206  and  286. 


Modeller  fran  Naas  Slojdlarare  Seminarium. 

Gothenburg,  Baltzer,  1897.  30  Plates. 

Murray,  W.  W A Course  in  Manual  Training  for  Grammar 

Schools. 

Rochester,  Atheneum  and  Mechanics  Insti- 
tute, 1897.  Pp-  72. 

Nelson,  William Woodwork  Course  for  Boys. 

London,  Phillip,  1893.  Pp.  60. 


122 


Poulot,  Denis Method  de  Enseignement  Manuel. 

Paris,  Monrocq,  1889.  Pp.  425. 

Ricks,  George. Hand  and  Eye  Training. 


London,  Cassell,  1889.  2 Vol.  Pp.  67 

and  64. 

Manual  Training.  Woodwork. 

London,  Macmillan,  1898.  Pp.  188. 

Rodhe,  Eva The  Eva  RodheModel Series inWoodwork. 

English  and  Swedish.  Gothenburg,  Baltzer, 
1893.  Pp.  6.  35  plates. 

Rosevear,  Elizabeth — Text-book  of  Needlework,  Knitting 

and  Cutting  out. 

London,  Macmillan,  1893.  Pp.  460. 

Rowe,  Eleanor Hints  on  Chip-carving. 

London,  Sutton,  1892. 

St.  John,  George Manual  Instruction. 

London,  Blackwood,  1891. 

St.  John  & TuRRELL.The  County  Council  Course  of  Manual 

Instruction. 

London,  Simpkins.  20  plates. 

Salomon,  Otto Teacher’s  Hand  Book  of  Sloyd. 

London,  Philip,  1894.  Pp.  270. 

Schwartz, EvERETT.Sloyd  or  Educational  Manual  Training. 

Boston,  Educational  Publishing  Co. 

Sickels,  Ivin.  Exercises  in  Woodworking. 

New  York,  Appleton,  1890.  Pp.  158. 

Sjlow  and SALOMON.StallningarvidSvenskPedagogiskSwicker- 

slojd. 

Stockholm,  Beijers,  1894. 

Slmmonds,  T.  C Woodwork. 

London,  Bemrose.  Pp.  70. 

Sutcliffe,  J.  D Handcraft;  English  Exposition  of  Sloyd 

London,  Griffith,  1890.  Pp.  77. 

Trainor,  Richard. .Educational  Woodwork. 

Manchester,  Eng.  Course  I,  60  cards. 
Course  II. 


123 


Unwin,  W.  C Exercises  in  Woodworking  for  Handicraft 

Classes  in  Elementary  and  Technical 
Schools. 

London,  Longmans,  1887.  30  plates. 

Upham,  A.  A Fifty  Lessons  in  Woodworking. 

New  York,  Kellogg,  1892.  Pp.  99 

Whitaker, Channing-How  to  Use  Woodworking  Tools. 

Boston,  Ginn,  1884.  Pp.  102. 

Wood,  George Manual  Instruction  in  Woodwork. 

Leeds,  Arnold,- 1892. 

Young,  C.  S Manual  Training  for  the  Standards. 

Leeds,  Bean.  Pp.  30. 

ARTICLES  IN  PERIODICALS. 


Adler,  Felix Influenceof  Manual  Training  on  Character. 

Ethical  Review. 

New  Experiment  in  Education. 

Princeton  Review,  11:  143. 

Allen,  E.  A H Manual  Training  in  School  : the  New  Ed- 

ucation. 

Unitarian  Review,  35:454. 

Austen,  P.  T Manual  and  Sense  Training  the  Great 

Problem  in  Education. 

Scientific  American  Supplement,  40  : 16392. 

Authoritative  Definition  of  Manual  Training. 

Science,  13:  9. 

Balliet,  T.  M._  _____  Manual  Training:  Its  Educational  Value. 

American  Physical  Education  Review,  1 : 60 

Bates,  R.  C Character  Building  at  Elmira. 

American  Journal  of  Sociology,  3:  577. 

Belfield,  H.  H Manual  Training  and  Public  Education. 

Science,  9 : 372. 


124 


Bennett,  A.  C Home  Workshop. 

Outlook,  53  : 286. 

How  shall  a Boy  be  Introduced  to  Tools? 
Outlook,  53  : 155. 

Manual  Training  from  Kindergarten  to 
High  School. 

Journal  of  Education,  36  : 167. 

Russian  System  of  Manual  Training. 

Art  Education,  2 : 75,  148. 

(The)  Workshop. 

Art  Education,  4 : 10,  83. 


Brown,  G.  P Educational  Value  of  Manual  Training. 

Education,  9 : 664. 

Capin,  S.  B Manual  Training  for  the  School  of  Boston. 

Education,  12  : 1 17. 

Carroll,  C.  F Just  What  should  Manual  Training  Do 


' for  Children  in  the  Elementary  Schools? 

Teacher’s  College  Bulletin,  No.  6:2. 

Manual  Training  and  the  Course  of  Study. 
Art  Education,  3 : 13. 

Carter,  C.  M Industrial  Idea  in  Education. 

Century,  14  1679. 

Chamberlain,  A.  H._The  Manual  Training  Teacher. 


Art  Education,  4 : 190. 

Chapin,  T.  F Educational  Value  of  Manual  Training. 

Charities  Review,  6 : 335. 

Chapman,  Evelyn Slojd  or  Hand-Training  in  Sweden. 

Science,  9 : 269. 

Crawford,  R.  D Benefits  of  Manual  Training. 

Journal  of  Education,  46  : 6. 

Davenport,  H.  R._ -Technical  Education  in  Board  Schools. 

Contemporary  Review,  53  : 672. 

Davidson,  THOMAS__Manual  Training  in  the  Public  Schools. 

Forum,  3 : in. 


125 


Dickinson,  H.  W Manual  Training  in  Small  Schools. 

Journal  of  Education,  46  : 180. 

Dickinson,  J.  W Industrial  Education  in  the  Public  Schools. 

Education,  7 : 669. 

Eby,  Frederick Educational  Value  of  Manual  Constructive 

Work. 

Education,  18  : 491. 

Flood,  T.  L Educate  the  Hand. 

Chautauquan,  9:213. 

Gilbert,  C.  B Some  Manual  Training  Ideas. 

Education,  18  : 195. 

Goss,  W.  F.  M An  Ideal  Course  of  Shopwork. 

Art  Education,  2 : 29. 

Gotze,  Woldemar.  .Educational  Manual  Training  for  Boys  in 

Germany. 

Pratt  Institute  Monthly,  6 : 204. 


Groszman,  MAXiMiLAN_Should  Boys  and  Girls  be  Given  the 


Same  Kind  of  Work  in  Manual  Train- 
ing? 

Teacher’s  College  Bulletin,  No.  6 : 10. 

Ham,  C.  H Manual  Training. 

Harper’s  Magazine,  72  1404. 

Hancock,  J.  A Early  Phase  of  the  Manual  Training  Move- 

ment. 

Pedagogical  Seminary,  5 : 287. 

Haney,  J.  P A Bit  of  a Creed. 

Art  Education,  4 : 189. 

Harris,  W.  T Psychology  of  Manual  Training. 

Education,  9 : 571,  656. 

Harwood,  W.  S Sloyd;  the  Swedish  Manual  Training  Sys- 

tem. 

Outlook,  58  : 43. 


Heinemann,  A.  H._ .Manual  Training  vs.  the  Old  Method  of 

Education. 

Arena,  9 : 427. 


126 


Henderson,  C.  H.__Aim  of  Modern  Education. 

Popular  Science  Monthly,  49  : 485. 

Cause  and  Effect  in  Educatiom. 

Popular  Science  Monthly,  45  : 51. 

Manual  Training. 

Popular  Science  Monthly,  46  : 48,  799. 

New  Programme  in  Education. 

Atlantic,  81  :y6 o. 

Philosophy  of  Manual  Training,  1st  paper. 
Popular  Science  Monthly,  53  : 145. 

Spirit  of  Manual  Training. 

Popular  Science  Monthly,  35  : 433. 

Hervey,  W.  L Relation  of  Art  Education  to  Manual 

Training. 

Art  Education,  2 : 47. 

Industrial  Education  Association. 


Science,  9 :553. 

James,  E.  J Manual  Training  in  the  Public  Schools  in 

its  economic  aspects. 

Andover  Review,  10  : 369. 

Jully,  M.  A ManualTrainingin  the  Elementary  Schools 

of  Paris. 

Pratt  Institute  Monthly,  6 ; 197. 

Keyes,  C.  H Modifications  of  Secondary  School  Courses 

most  demanded  by  the  conditions  of  to- 
day. 

Art  Education,  2 : 176. 


Kropotkin,  PRiNCE.Brain  Work  and  Manual  Work. 

Nineteenth  Century,  27  : 456. 

Larsson,  Gustaf  __ '.Origin  and  History  of  the  Sloyd  in  Sweden 

and  the  Principles  Underlying  the  Work 
of  the  Sloyd  Training  School,  Boston. 

Art  Education,  4 : 145. 

Some  Observations  on  Manual  Training  in 
Europe  and  America. 

Education,  17  : 257. 

Slojd. 

School  Journal,  53  : 7 1 8. 


127 


Lubbock,  Sir  John- .Manual  Instruction. 

Fortnightly  Review,  46:463. 

Same. 

Popular  Science  Monthly,  30  : 327. 

Same. 

Littell’s  Living  Age,  171  : 387. 

McDaniel,  B.  F Moral  and  Educational  Value  of  Manual 

Training. 

Lend  a Hand,  10  : 165. 

Mackintosh,  May__  Place  of  Manual  Training  in  the  General 

Scheme  of  Education. 

Education,  7 : 188. 

Magnus,  Sir  Philip. Manual  Training  in  England. 

Art  Education,  3 : 136. 

Manual  Training  in  Relation  to  Health. 

Educational  Review,  3 : 78. 

Manual  Training  in  School  Education. 

Popular  Science  Monthly,  31  1493. 

Same. 

Contemporary  Review,  50:695. 

Manual  Training. 

Journal  of  Pedagogy,  10  : 5. 

Manual  Training  Equipment. 

School  Journal,  55  : 199. 

Manual  Training  for  Boys  in  the  Public  Schools. 

New  Englander,  43  : 561. 

Manual  Training  in  Boston. 

Lend  a Hand,  10  : 193. 

Manual  Training  in  New  York  Schools. 

School  Journal,  v.  55,  D.  18,  supplement, 

p.  6. 

Manual  Training  Number. 

New  York  Teacher’s  Monographs,  1 : No.  1. 

Marvel,  L.  H Manual  Education  in  Public  Schools, 

Education,  2 : 490. 


128 


Mezes,  S.  E Manual  Training  vs.  Crime. 

Charities  Review,  7 : 1020. 

Myrick,  Herbert  __  Results  of  Manual  Training. 


School  Journal,  55  : 361. 

Ortner,  Evan Manual  Training  in  Woodwork  under  the 

London  School  Board. 

Pratt  Institute  Monthly,  6 : 20 7. 

Painter,  J.  E Course  in  Elementary  Sloyd. 

Art  Education,  4 : 13,  113. 

Phelps,  Edward Industrial  Education. 

New  Englander,  47  : 267. 


Pickwick,  Jr.,  Eli__A  Course  in  Manual  Training  for  Elemen- 
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Art  Education,  3 : 38. 

Plunkett,  H.  M Kindergartens  and  Manual  Training  In- 

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Popular  Science  Monthly,  41  : 375. 

Pullar,  A Seminary  at  Naas  for  Teachers  in  Manual 

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Fortnightly  Review,  47  : 315. 

Purpose  of  Manual  Training. 

Education,  16  : 299. 

Richards,  C.  R Beautiful  Models  in  Manual  Training 

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Art  Education,  2 149. 

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Pratt  Institute  Monthly,  2 : 62. 

Manual  Training  for  the  Second  Four 
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Teacher’s  College  Bulletin,  No.  6 : 21. 

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129 


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School  Journal,  54  : 474,  505. 

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Education,  8:657. 

Ryder,  C.  J Limitations  and  Possibilities  of  Industrial 

Training  in  the  Public  Schools. 
Education,  12:581. 

Salomon,  Otto Manual  Training;  an  Address. 

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Pratt  Institute  Monthly,  6:194. 

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Westminister  Review,  138:377. 

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Popular  Science  Monthly,  50:56. 

Sissou,  E.  O Mental  Results  from  Manual  Training. 

Journal  of  Education,  46:87. 

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Teacher’s  College  Bulletin,  No.  6:13. 

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School  Journal,  56:205. 

Stoker,  G.  A New  Feature  in  Manual  Training. 

Pedagogical  Seminary,  5:282. 

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130 


Thomas,  S Industrial  Training  in  the  Public  Schools 

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History  and  Economics  in  Manual  Train- 
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Education,  8 : 351. 

Manual  Training  as  a Factor  in  Modern 
Education,  with  Illustrations  from  the 
Philadelphia  Manual  Training  School. 

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131 


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Supplement 

Prepared  by  Mr.  Grant  Beebe. 


INSTRUCTION  ON  TOOLS. 

After  the  pupils  have  been  assigned  to  their  benches  it  is 
desirable  that  they  should  clearly  understand  just  what  is  ex- 
pected of  them  in  the  matter  of  conduct.  On  account  of  the 
novelty  of  their  surroundings  in  the  shop,  many  pupils  are 
likely  to  be  disorderly,  who  would  not  be  so,  if  they  knew  what 
was  expected  of  them.  The  following  suggestions  have  been 
found  of  value  in  overcoming  this  difficulty.  They  may  either 
be  given  orally  by  the  teacher  or  in  case  a note  book  is  kept 
they  should  be  the  first  entry  made.  In  that  ease  they  should 
be  dictated  by  the  instructor. 

1 

Remain  at  the  bench  assigned  to  you  always,  unless  given 
permission  to  leave  it. 

2 

When  you  come  into  the  shop  you  should  go  to  your  bench 
and  stand  at  the  middle  of  it  facing  the  teacher  while  he  reads 
the  names  of  the  members  of  the  class. 

Answer  to  your  own  name  when  it  is  read. 

3 

After  the  names  are  read  you  should  inspect  your  bench 
and  tools.  See  that  you  have  all  the  tools  and  that  they  are 
in  the  proper  places.  If  any  tool  is  broken  or  missing  you 
should  let  the  teacher  know  at  once.  If  you  do  not  do  so  you 
will  be  held  responsible.  You  should  also  see  that  all  the  tools 
that  you  are  going  to  use  are  sharp.  If  they  are  not  report  to 
the  teacher. 


133 


4 

When  you  have  looked  over  your  tools  you  will  receive 
your  work,  but  you  are  not  to  begin  work  until  told  to  do  so. 

5 

Never  do  any  talking  or  communicating  in  the  shop  unless 
you  receive  permission  to  do  so. 

6 

When  you  need  to  use  glue,  shellac,  or  varnish  go  to  the 
table  or  shelf  to  do  so.  Each  can  is  labeled  so  that  you  can 
tell  what  is  in  it.  Be  careful  to  put  the  brushes  into  the  same 
can  in  which  you  found  them. 

7 

In  case  any  tool  does  not  work  well  and  you  can  not  fix  it, 
let  the  teacher  know  at  once. 

Having  given  the  preceeding  instructions  let  the  pupils  at 
once  familiarize  themselves  with  the  bench  and  tools.  The 
first  object  that  will  attract  their  attention  is  the  vise.  Explain 
its  action  and  show  how  to  open  and  close  it  quietly.  If  this  is 
insisted  upon  at  first  much  trouble  will  be  avoided.  After  the 
vise  take  up  the  tools  in  order  calling  attention  to  the  place 
where  each  is  kept.  If  possible  get  the  pupils  to  give  the 
names  of  the  tools.  If  not  tell  them  the  names.  Too  much 
stress  can  not  be  laid  on  this  point  as  it  is  impossible  to  give 
instructions  unless  the  pupils  have  the  names  of  the  tools  fixed 
in  their  minds. 

Having  let  the  pupils  become  familiar  with  the  tools  and 
the  places  where  they  are  kept  some  slight  instruction  should 
be  given  on  the  material  to  be  used.  It  is  not  desirable  to 
give  extended  instruction  at  this  point  but  the  name  of  the 
kind  of  wood  used  should  be  given  and  the  meaning  of  the 
word  grain  clearly  defined  as  suggested  below. 

WOOD. 

Note. — The  kind  of  wood  used  is  white  pine  (or  whatever 
wood  is  employed.)  It  belongs  to  the  class  known  as  soft 
woods.  The  grain  of  wood  is  due  to  the  direction  in  which 
the  fibres  grow  in  the  tree.  Wood  always  splits  in  the  direc- 
tion of  the  grain : 


134 


Directions: — The  teacher  should  illustrate  this  by  splitting 
a small  block  or  better  provide  each  pupil  with  a block  and 
let  him  investigate  for  himself. 

THE  RULER. 

FIG.  / 


1 

2 

1 

m 

J 

Note. — The  carpenters  ruler  is  twenty-four  inches  long  and 
each  inch  is  divided  either  into  eighths  or  sixteenths. 

Directions: — The  teacher  should  place  on  the  black  board 
a large  sketch  similar  to  Fig.  I.  and  should  divide  the  inches  be- 
fore the  class,  who  may  compare  with  their  rulers.  Make  clear 
the  point  that  the  ruler  measures  spaces  and  to  make  sure  that 
this  is  understood  ask  questions  such  as:  How  manyfej  mark 
one  inch?  two  inches?  three  eighths?  etc.  Also  have  pupils 
read  from  the  black  board  drawing. 

Note. — The  square  is  used  to  determine  whether  two  sur- 
faces make  a right  angle  (or  an  angle  of  90°)  with  each  other. 
The  names  of  the  parts  of  the  square  are  given  below. 

FIG.  2 


Directions: — Define  a right  angel  and  make  sure  that  the 
pupil  understands  what  an  angle  is.  Make  clear  the  difference 
between  the  geometrical  square  and  use  of  the  word  in 
mechanics.  Draw  on  the  board  a square  and  any  other  rect- 
tangle  and  show  that  in  the  sense  that  the  word  is  used  in  the 
shop  the  rectangle  is  also  “square”. 


135 


SAWS. 


Note. — The  shape  of  the  teeth  of  a saw  determines  the  use 
to  which  the  saw  is  put. 

RIP  SAW. 

Note. — The  Rip  Saw  is  used  to  cut  in  the  direction  of  the 
grain.  The  shape  of  the  teeth  of  the  rip  saw  is  given  below. 


FIG.  J 


Directions. — The  teacher  should  have  a wooden  model 
which  has  teeth  not  less  than  three  inches  on  the  front  side 
and  which  the  pupils  can  compare  with  the  teeth  on  their  rip 
saws.  The  model  should  show  the  set  very  plainly.  The  rip 
saw  cuts  as  a chisel  does  and  the  teacher  should  illustrate  with 
a chisel  and  saw,  showing  that  the  shaving  from  the  chisel  is 
similar  to  the  particles  of  saw  dust  from  the  saw. 

CROSS  CUT  SAW. 

Note. — The  Cros  Cut  Saw  is  used  to  cut  across  the  grain. 
The  teeth  are  shaped  like  this: 


The  cross  cut  saw  is  sometimes  called  the  panel  saw. 
Directions.— The  teacher  should  illustrate  with  wooden 


136 


model  as  before.  Jf  possible  have  the  pupils  draw  the 
teeth  on  the  black  board  from  their  own  saws  before  showing 
them  the  model..  This  training  of  the  observation  is  important. 
The  action  of  the  cross  cut  saw  is  that  obtained  by  the  use  of 
a knife  and  chisel.  The  sharp  edge  of  the  tooth  cuts  the  fibres 
and  the  upper  part  pushes  them  from  the  cut.  Illustrate  with 
knife  and  chisel. 

Both  saws  are  narrower  at  the  point  than  at  the  handle  to 
make  them  cut  more  near  the  handle  than  at  the  point.  The 
narrow  point  also  enables  the  user  to  straighten  a crooked  cut. 
(Illustrate.) 

Note. — If  a saw  bends  in  an  even  curve  from  handle  to 
point  it  shows  that  the  blade  is  of  uniform  temper  and  evenly 
ground. 


If  the  saw  is  poor  it  will  bend  unevenly  as  shown  by  the 
dotted  line.  A good  saw  should  spring  back  into  a straight 
line  after  being  bent. 

SET  OF  SAWS. 

Note. — The  teeth  of  every  saw  are  bent  from  side  to  side 
so  that  the  cut  will  be  wider  than  the  thickness  of  the  blade 
and  the  blade  will  pass  easily  through  the  cut.  This  bending 
is  called  the  “Set”. 


FIG.  6. 


BACK  SAW. 

Note— The  Back  Saw  is  so  called  on  account  of  the  steel 
back  put  on  it  to  stiffen  the  blade.  It  is  sometimes  called  the 
tenon  saw  and  is  used  for  short  fine  cuts. 

PLANES. 

Note. — The  plane  is  generally  used  to  make  a flat,  or 
plane  surface.  The  names  of  the  principal  parts  of  the  plane 
are  given  below. 

Y; 


JSote,  . 


A WE 


8. 


Clamp. 


Cap  Irotv. 


The  clamp  is  to  hold  the  blade  and  cap-iron  in  place 
The  Cap-iron  is  to  break  off  the  shavings. 


138 


The  Thumb  Screw  is  to  push  the  blade  out  or  in. 

The  lever  is  to  bring  the  edge  of  the  blade  parallel  with  the 
face  of  the  sole. 

The  blade  does  the  cutting  and  must  be  kept  sharp. 

Directions. — Have  the  pupils  take  their  planes,  (preferably 
the  jack  plane  on  account  of  its  large  size)  and  remove  the 
clamp,  blade  and  cap  iron.  Give  them  the  names  of  the  stock 
and  its  parts  as  shown  in  the  sketch.  Let  them  see  the  opera- 
tion of  the  lever  and  thumb  screw.  Call  attention  to  the 
different  materials  used  in  the  stock  and  the  reason  for  select- 
ing them.  It  will  not  be  possible  in  the  majority  of  classes  to 
have  the  sketch  made  from  the  plane  but  Fig.  7.  should  be 
placed  on  the  black  board  and  the  names  put  where  they 
belong,  a sketch  should  also  be  made  showing  the  manner  in 
which  the  cap-iron  turns  the  shavings  and  breaks  them  off.  In 
regard  to  the  piece  called  the  clamp  there  seems  to  be  a 
difference  of  usage.  I have  adopted  the  word  clamp  because 
it  prevents  confusion  and  more  nearly  describes  the  action  of 
the  piece  than  any  other  single  word.  The  cap-iron  is  univer- 
sally called  by  this  name  but  the  blade  is  variously  called  the 
cutter,  bit,  plane  iron,  etc.  I have  adopted  the  word  blade 
because  it  seems  to  convey  the  idea  of  the  use  of  this  piece 
more  clearly  than  any  other  word.  I object  to  the  use  of  the 
words  plane  iron  as  being  inaccurate  and  likely  to  confuse  the 
pupil.  Explain  the  difference  between  the  wrought  iron  of 
which  the  cap  iron  is  made  and  the  steel  of  which  the  blade  is 
made. 

KINDS  OF  PLANES. 

Note. — The  most  common  planes  are  the  Jack  Plane  and 
the  Smoothing  Plane.  These  are  used  to  plane  in  the  direction 
of  the  grain.  There  is  a plane  used  for  planing  across  the  end 
of  the  grain.  This  plane  is  called  the  Block  Plane  but  the 
smoothing  plane  may  be  used  for  this  purpose. 

Directions.  The  teacher  should  illustrate  the  different 
cuts  with  the  plane  and  particularly  the  effect  of  planing  against 
the  grain. 


139 


Note. — The  Jack  Plane  is  made  for  rough  work  and  so  it 
is  ground  to  take  a thick  shaving.  The  edge  of  a jack  plane 
should  round  slightly  like  this. 


FIG.  IQ. 


Note. — The  Smoothing  Plane  is  used  to  make  a smooth 
surface.  The  blade  is  therefore  ground  straight  across  like  this. 

FIG.  9. 


SHARPENING  PLANES. 

Note. — If  the  blade  of  a plane  has  its  edge  injured  like  this 

FIG.  JL 


140 


it  must  be  ground  on  the  grindstone.  The  little  notches  in  the 
blade  are  called  “nicks”  and  the  blade  must  be  ground  until 
they  disappear.  In  placing  the  blade  on  the  grindstone  it  must 
be  held  on  the  stone  so  as  to  make  an  angle  of  about  30°  like  1 

this. 


FIG.  IB. 


After  grinding  on  the  grindstone  the  edge  of  the  blade  is 
too  rough  to  use  and  it  must  be  rubbed  on  the  oil-stone.  First 
rub  the  newly  ground  or  slanting  face.  To  do  this  the  blade 
must  be  held  slanting  as  shown  in  the  sketch. 


When  the  slanting  side  has  been  rubbed  there  will  be  little 
particles  of  steel  forming  a burr  on  the  flat  side.  This  must 
now  be  rubbed  and  the  blade  must  be  held  flat  as  shown. 

FIG.  14. 


141 


After  the  blade  has  been  made  as  sharp  as  possible  on  the 
oil-stone  it  must  be  stropped  on  the  block  covered  with  leather 

provided  for  that  purpose. 

♦ 

BORING  TOOLS. 

Note.— The  tools  used  for  making  holes  are  the  brace  and 
bit.  The  brace  or  bit  stock  is  shown  below. 


There  are  a large  number  of  different  kinds  of^bitsAised  for 
various  purposes,  the  most  common  of  which  are  given  below. 

FIG.  16. 


C ' canter  a Ln/\. 


142 


Auger  Ait. 


Acreu  A rarer  Ait. 


Qimiet  Ait. 

THE  HAMMER  AND  MALLET. 

Pupils  are  apt  to  use  these  tools  interchangeably  and  they 
should  be  made  to  understand  the  use  of  each  at  once.  The 
hammer  should  be  carefully  examined  and  the  following  points 
brought  out.  Shape  and  use  of  the  claw.  Reason  for  the 
rounded  face.  Reason  for  the  shape  of  the  handle.  Great 
stress  should  be  laid  on  the  proper  handling  of  the  hammer  as 
pupils  nearly  always  hold  it  to  near  the  head. 

The  foregoing  paragraphs  cover  the  points  that  it  is  desir- 
able to  emphasize  but  the  teacher  should  be  familiar  with  the 
more  extended  treatment  given  in  the  books  of  reference. 
Special  tools  as  the  rabbet  plane  etc.,  should  be  explained  as 
used.  It  has  been  found  that  a very  good  method  of  impress- 
ing the  points  on  the  pupils  is  to  give  the  instruction  as  out- 
lined at  first  orally  and  at  the  next  lesson  dictate  the  portions 
marked  “Note”.  This  will  teach  the  pupils  the  spelling  of  the 
names  of  the  tools  and  the  other  words  that  are  unusual.  The 
sketches  given  should  be  made  as  far  as  possible  from  the 
object,  but  where  the  sketch  is  too  difficult  as  in  the  case 
of  the  section  of  the  plane  the  pupil  should  copy  the  teachers 
sketch  which  should  be  put  on  the  black  board.  All  the 
sketches  given  should  be  put  on  the  black  board  by  the 
teacher  and  if  note  books  are  not  kept  the  sketches  should  be 


143 


left  on  the  board  as  long  as  possible  in  order  to  familiarize  the 
pupils  with  the  spelling  and  form  of  the  terms.  A very  good 
method  of  review  is  to  let  the  teacher  in  charge  of  the  room 
from  which  the  pupils  come,  give  Manual  Training  or  a like 
subject  for  a composition. 

This  will  make  the  pupil  formulate  his  ideas,  review  his 
spelling  etc.,  and  secure  better  coordination  between  the  work 
of  the  shop  and  that  of  the  regular  school  room. 


INDEX  TO  DRAWINGS. 


Page. 

Bench  Hook 97 

Bench,  Primary 96 

Bench,  Pupils' 93 

Bench,  Teachers'  95 

Blacking  Case  No.  i__ 81 

Blacking  Case  No.  2 83 

Blotter 1 7 

Blotting  Pad Not  shown 

Book  Rack  No.  1 36 

Book  Rack  No.  2 47 

Book  Rack  No.  3 66 

Boot  Jack  49 

Bow  and  Arrow  No.  i__ 91 

Box  Kite 20 

Bracket  Shelf  (Thick)  38 

Bracket  Shelf  (Thin) 13 

Chip  Carving  Designs 87-92 

Class  Lists  (Frame  For) 97 

Coat  Hanger 21 

Comb  and  Brush  Pocket  No.  2 34 

Corner  Bracket 13 

Dart 66 

Drawing  Board 98 

Drawing  Instrument  Tray 98 

Drawing  Table 84 

Easel __ 29 

Envelope  Opener,  No.  1. 15 

Envelope  Opener,  No.  3. . 77 

Envelope  Case 19 

Foot  Stool 70 

Frames  for  Lantern  Slides 37 


Page. 

Frames,  Picture  No.  2 and  No.  3 48 

Glove  Box 76 

Hanging  Shelves  42 

s Hat  Rack 56 

Hat  Rack  (Inlaid) 77 

Hexagonal  Tabouret 80 

Ink  Stand  No.  1 . 78 

Ink  Stand  No.  2 23 

Instrument  Tray  and  Case 98 

Jardinier  Stand 79 

Key  Rack 21 

Kites 29 

Knife  Box  No.  1 71 

Knife  Box  No.  2 71 

Knife  Box  No.  3 72 

Knife  and  Fork  Rest ' 26 

Lantern  Slides  (Frames  for) 37 

Letter  Opener,  No.  3 77 

Letter  Rack 35 

Locker  Case 99 

Loom  No.  1 - 54 

Loom  No.  2 85 

Mat  No.  1 17 

Mat  No.  2 15 

Match  Safe  No.  2 55 

Match  Safe  No.  3 28 

Match  Safe  No.  4 15 

Match  Safe  No.  5 78 

Match  Scratcher 13 

Medicine  Cabinet 47 

Nail  Box  No.  1 and  No.  2 30 

Ornamentation  for  Towel  Roller 61 

Paper  File 43 

Paper  Knives  No,  1 and  No.  2 24 

Paper  Knives  No.  3 and  No.  4 25 

Paper  Rack 69 

Pen  Holder 26 

Pen  Kack _ 17 


Page. 

Pen  Tray 67 

Pencil  Box 73 

Pencil  Sharpener  No.  1 10 

Pencil  Sharpener  No.  2 12 

Photograph  Frame 23 

Picture  Frames  No.  2 and  No.  3 48 

Plant  Label  No.  1 10 

Plant  Label  No.  2 12 

Primary  M.  T.  Bench 96 

Saber ' 77 

Salt  Box 51 

Sand  Paper  Block 45 

Sled 65 

Soap  Box 33 

Specimen  Case 54 

Strop 97 

Sugar  Scoop 74 

Tables 79-81 

Tabouret 80 

Teacher’s  Bench 95 

Teapot  Stand . 44 

Tipcat 43 

Tool  Cabinet 99 

Tool  Chest 85 

Top 35 

Towel  Rack 44 

Towel  Roller 59 

Twine  Winder  No.  1.  (String  Winder) 12 

Twine  Winder  No.  2.  ( “ “ ) 10 

Umbrella  Stand 83 

Water  Wheel 91 

Weathervane  No.  1 57 

Weathervane  No.  2 58 

Whisk  Broom  Holder  No.  1 32 

Whisk  Broom  Holder  No.  2 53 

Window  Box Not  shown 


* 


A 


